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Listening to Student Thinking with Dr. Lara Appleby

Contributed by Colette Matisco on 10/08/19 

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“What and how are my students thinking? How can I better understand my students’ reasoning?”

When:
Thursday, October 10th, 12:00-1:30 pm. Collaborators: Jenna Heffron, and Radio Cremata (Lunch is provided) Register here
Friday, October 11th, 8:30-10:00 am. Collaborators: Yvette Sterbenk and Michael Smith (Breakfast is provided) Register here
Where: Center for Faculty Excellence, 316 Gannett

Most courses contain some kind of artifacts of student thinking—questions posed during class, ideas described in written work, and/or conversations between students while collaborating on projects or preparing for exams—and these artifacts are great starting points for listening to students' disciplinary thinking. To listen in the moment though, especially as the instructor, can be really hard. We've organized these two workshops as additional space and time in which to practice this kind of listening in a collaborative setting—with fellow instructors from different disciplines (who, as novices in your discipline, may hear things differently than you do). These workshops align with contemplative pedagogies and are appropriate for instructors who want to make their courses more inclusive.

Lara Appleby facilitates faculty learning communities at Tufts and intends to give us a taste of her work through two programs at the Center for Faculty Excellence. Please join us for either or both sessions to engage in Constructive Listening with our Ithaca College Faculty.  Lara will guide us through student work/artifacts presented by Michael Smith (History), Radio Cremata (Music Education), Yvette Sterbenk (Strategic Communication), and Jenna Heffron (Occupational Therapy). 

Bio: Dr. Lara Appleby
A postdoc at Tufts University, Dr. Appleby helps design and run student-artifact-centered professional development and studies the dynamics of instructor listening to student thinking. She is motivated by the ultimate goal of the grant that funds her: increasing the persistence in science of students from historically-marginalized groups.

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