Pedagogy Corner

As a Teaching and Learning Specialist, I am continually seeking ways to refine my own teaching practices and support others in doing the same. Through my contributions to the Teach Anywhere Instructor Resource Page, I engage deeply with contemporary issues in education, reflecting on both the challenges and opportunities that educators face today. This platform allows me to share insights, practical strategies, and evidence-based approaches designed to enhance the teaching and learning experience for instructors and students alike.

In this Pedagogy Corner, I reflect on some of the key topics I’ve explored over the past year, including Community-Based Learning, ePortfolios, Rethinking Assessment (Ungrading), and Grading Strategies (Grading Without Losing your Mind). Each of these topics not only addresses current pedagogical challenges but also aligns with my commitment to creating meaningful, authentic learning experiences. By writing about these subjects, I aim to foster critical reflection and innovation among educators, helping them develop strategies that are both effective and aligned with best practices in teaching.

These reflections not only showcase my ongoing professional development but also serve as a space for dialogue with other educators. The insights I share here are the product of a continuous process of learning and engagement with the academic community, as I work to bridge the gap between theory and practice. Through this platform, I hope to contribute to the broader conversation about teaching excellence and innovation.

Over the past year, I’ve delved into a range of compelling topics that directly address some of the most pressing challenges in education today. For example, one of my featured blogs on Community-Based Learning emphasizes how educators can leverage local partnerships to create authentic, impactful learning experiences. By fostering connections between students and their communities, instructors can help students gain real-world skills while fostering a sense of civic responsibility. These community-based initiatives, which tie learning outcomes to local issues, have been shown to enhance student engagement, social awareness, and academic achievement (Gelmon, 2020). This feature piece strategically placed in Teach Anywhere aimed to provide practical steps for integrating community engagement into course design and demonstrate the significant benefits of such partnerships for both students and the broader community. A key takeaway from this work is that community-based learning not only enriches the learning experience but also enables students to see their education as a tool for social change.

In addition, I recently wrote about ePortfolios, a tool that has become increasingly central to contemporary pedagogy. ePortfolios provide students with a platform for documenting and reflecting on their learning journey. This process fosters a deeper level of engagement by encouraging students to connect their coursework with their broader educational and personal goals (Barrett, 2018). In the feature, I outlined practical strategies for incorporating ePortfolios into course design, focusing on how instructors can establish clear rubrics, ensure student agency, and promote reflection as a means of deepening learning. This approach to assessment and reflection has the potential to move beyond traditional methods of evaluation, helping both students and instructors gain a better understanding of learning processes and outcomes. A critical takeaway here is the need for educators to scaffold this process thoughtfully, so that students can gain meaningful insights into their growth and achievements.

Moreover, I have also ventured into the discussion of rethinking assessment, offering guidance to instructors who are seeking to move away from traditional grading practices in favor of more meaningful, formative assessments. Focused on Ungrading as a way to rethink assessment, the feature challenges conventional grading systems that often prioritize extrinsic motivation over intrinsic learning. By exploring alternatives such as formative feedback, peer assessments, and self-reflection, I advocate for a shift that focuses on student growth, learning progression, and personalized feedback (McDowell, 2020). The Ungrading approach empowers students to take ownership of their learning, fostering an environment in which their academic development is viewed as a process rather than a set of final, immutable grades. The key takeaway from this feature is that grading should not be an isolated event but an ongoing conversation that supports learning rather than constrains it.

Another piece I wrote, Grading Without Losing Your Mind, shared practical strategies to manage the workload of assessment while ensuring fairness and efficiency. Grading remains a significant source of stress for many instructors, particularly when juggling large volumes of student work. To mitigate this burden, I shared techniques such as using rubrics, providing targeted feedback, incorporating peer review, and leveraging technology to streamline grading processes (Brookhart, 2017). These strategies allow instructors to maintain fairness and clarity while reducing time spent on administrative tasks, thereby making the grading process more manageable and less mentally taxing. The reflection here is that grading should not be a solitary task, and it is crucial to build systems that support both the instructor and the students in navigating the assessment process with transparency and equity.

Additionally, I have explored the concepts of Troublesome Knowledge and Threshold Concepts, which can create barriers to student understanding. These concepts, which often represent critical turning points in learning, can be difficult for students to grasp without targeted instructional strategies (Meyer & Land, 2006). I focus on identifying these “troublesome” ideas and offer methods for helping students engage with and overcome them. A key reflection here is that the teacher’s role is not simply to deliver content but to help students recognize and navigate the cognitive hurdles they encounter. This process involves anticipating students’ struggles and adapting teaching methods accordingly, ensuring that students are not left behind at these crucial points of learning.

Each of my pieces is crafted with the intention of sparking reflection, inspiring innovation, and providing instructors with actionable tools to improve their teaching. In doing so, I aim to bridge the gap between educational theory and practice, ensuring that every contribution is rooted in research-based strategies that address the ever-evolving needs of the academic community. My writing  represents a continuous journey of professional development, wherein I explore emerging ideas, test new approaches, and refine my understanding of what constitutes effective teaching in the modern classroom.

Reflecting on these topics and sharing them through the Teach Anywhere Instructor Resource Page has not only allowed me to contribute to the ongoing professional development of educators but also enhanced my own understanding of pedagogical strategies and practices. By exploring complex ideas such as community engagement, ungrading, and threshold concepts, I have come to appreciate the dynamic and interconnected nature of teaching and learning. As educators, we must remain adaptable, continually seeking new methods and strategies to engage students in meaningful learning. The insights I have share are just one part of a broader dialogue about teaching excellence, one that evolves as both research and practice continue to shape the future of education.

References

Barrett, H. C. (2018). ePortfolios as digital stories of learning. In P. J. Anderson & G. P. Harris (Eds.), The Handbook of Teaching and Learning with Technology (pp. 431-449). Routledge.

Brookhart, S. M. (2017). How to give effective feedback to your students. ASCD.

Gelmon, S. B. (2020). Community-based learning: A critical perspective. In A. C. B. Palfrey & C. G. D. Muller (Eds.), Higher Education in the Community (pp. 80-92). Wiley.

McDowell, L. (2020). Ungrading: Why grading is bad for students and educators. Stanford University Press.

Meyer, J. H. F., & Land, R. (2006). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practicing within the disciplines. Enhancing Learning in the Disciplines, 3(4), 412-426.