Last year the very first academic journal devoted to the SoTL-AH was launched. Over the next few weeks I am looking forward to catching up on reading the first issue and the second issue released last month. Click here to check it out!
One of my professional goals is to contribute an article to this exciting new publication.
Am I the only one super excited to see a Bloom’s taxonomy created for art history?
Thanks Laetitia La Follett!
La Follette, Laetitia. 2017. “Bloom’s Taxonomy for Art History. Blending A Skills-Based Approach into The Traditional Introductory Survey.” Art History Pedagogy & Practice 2, (1).
In The Skillful Teacher, Stephen D. Brookfield emphasizes the importance of teaching that is contextually informed. He explains that this critical reflection is really identifying and questioning if in fact the content we are teaching is accurate and valid for the students. In order to do so there are four lenses through which we can check the accuracy of our actions and assumptions. The first, students’ eyes, is perhaps obvious but there are three others that provide feedback: colleagues perceptions, educational literature, and our own personal autobiographies (p. 20).
Brookfield, S. (2006). The skillful teacher: On trust, technique and responsiveness in the classroom. San Francisco, CA: Jossey-Bass.
While writing my second reflective journal entry, I came across the work of Razvan Sibii. Sibii teaches in the Department of Communication at the University of Massachusetts Amherst. I find the kind of project based learning he is working on very inspiring!
Check it out HERE!
Professionalism is knowing how to do it, when to do it, and doing it.
This week I am starting one of my last PIDP courses, Professional Practice. Over the next few weeks you will see several posts based on assignments and reflections on the assigned textbook, The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom.
I am an art historian currently teaching at Langara College and Kwanten Polytechnic University. This year I will have developed and delivered six new courses, most of them well outside my area of expertise. With so many new courses being implemented I am especially interested in gathering feedback from learners.
Each PIDP course transforms how I think about pedagogy and my approach to teaching. And given my professional goals to one day step into university administration I think this class will be equally transformative.
Here’s to lifelong learning and continuous improvement!