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Joshua Eyler Profile picture
@joshua_r_eyler
Apr 8, 2020 • 14 tweets • 3 min read • Read on X
A #PixarinApril update:

TL;DR--I'm developing educational modules for parents, teachers, and kids of all ages focused on The Pixar films. It's meant to help out with the homeschooling during this difficult time.

More details: See the thread below.
josheyler.wordpress.com/pixar-in-april…
The purpose is to provide some fun, educational activities for students of all ages utilizing films that many of them (and us too!) love.

First let me describe the modules and the process, and then I'll lay out the schedule at the end of the message.
The mini-course will last from April 13th to May 14th with 2 modules per week. Every Monday and Wednesday I will launch a video (10-12 minutes each) where I talk about some of the major themes in the film. The videos will be posted at my website: josheyler.wordpress.com/pixar-in-april……/
Videos will have questions built into them that need to be answered before you can continue watching. There are 3 levels of questions (K-5th grade; 6-8th grade; high school and beyond), and you can write your answers right in the program itself.
The questions are interpretive and analytical, and the idea is that you can use them to lead your own discussion of the film. Hopefully, you will have watched the movies together before accessing the video.
Every Tuesday and Thursday, I will be live on FB and Twitter from 10:00-11:30 Central Time to answer any questions parents and teachers (and anyone else who is interested!) want to raise on behalf of themselves or their children/students.
I'll be working in both formats in order to give access to as many folks as possible, and I'll make sure to post some questions geared toward different ability levels. Feel free to drop in at any point to talk!
On Facebook, I'll start a post that others can respond to at the appointed time. On Twitter, we'll use the hashtag #PixarinApril to curate the discussions.
The Schedule:

Monday, 4/13--Toy Story Video Module Launches
Tuesday, 4/14--Toy Story Discussion on FB and Twitter
Wednesday, 4/15--Finding Nemo Video Module Launches
Thursday, 4/16--Finding Nemo Discussion on FB and Twitter
Monday, 4/20--The Incredibles Video Module Launches
Tuesday, 4/21--The Incredibles Discussion on FB and Twitter
Wednesday, 4/22--Ratatouille Video Module Launches
Thursday, 4/23--Ratatouille Discussion on FB and Twitter
Monday, 4/27--WALL-E Video Module Launches
Tuesday, 4/28--WALL-E Discussion on FB and Twitter
Wednesday, 4/29--Up Video Module Launches
Thursday, 4/30--Up Discussion on FB and Twitter
Monday, 5/4--Toy Story 3 Video Module Launches
Tuesday, 5/5--Toy Story 3 Discussion on FB and Twitter
Wednesday, 5/6--Brave Video Module Launches
Thursday, 5/7--Brave Discussion on FB and Twitter
Monday, 5/11--Inside Out Video Module Launches
Tuesday, 5/12--Inside Out Discussion on FB and Twitter
Wednesday, 5/13--Coco Video Module Launches
Thursday, 5/14--Coco Discussion on FB and Twitter
The schedule will be posted on my website too, and this is where you'll find the links to the videos when they become available.

All are welcome! Let's band together to discuss some great films, help with educating our kids, and take our minds off current events. #PixarinApril

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More from @joshua_r_eyler

Joshua Eyler Profile picture
Dec 30, 2021
In just a moment, faculty will begin (or continue) to think about designing their spring courses. This semester may be even harder for everyone than last semester b/c pandemic stress & trauma is cumulative. Here, then, is a 🧵on empathetic, inclusive course design. 1/x
First and foremost, compassionate, empathetic, inclusive, humane education does not mean abandoning standards. It means understanding all of the obstacles to learning (especially during a pandemic) and designing courses to mitigate those obstacles. 2/x
Jordynn Jack and Viji Sathy argue compellingly for how to balance standards with inclusion and compassion in this piece, which is one of the best I read in @chronicle in 2021. chronicle.com/article/its-ti… 3/x
Read 15 tweets
Joshua Eyler Profile picture
Oct 1, 2020
I agree with Jesse here. For those that will not be swayed by the ethical, compassionate argument, though, you should also know that proctoring software fails miserably when you check it against the science of learning. (a short thread) 1/x
First, no matter how it is utilized, proctoring software adds to students' cognitive load. In addition to trying to take the test, they are dealing with the additional burden of "Are my eyes in the right place?" "I didn't move my head too much, did I?" etc. 2/x
This uses resources that students *could* be using to demonstrate learning. It edges out the capacity to do the high level work you are expecting of them. How does it make sense to inflict these completely irrelevant elements on them that prevent them from doing their best? 3/x
Read 5 tweets
Joshua Eyler Profile picture
Aug 21, 2020
Teaching synchronously online? Frustrated by the lack of student engagement? I've heard from a lot of folks who are grappling with this right now. A thread with some quick tips (1/x)
1st, please know that it's unlikely that this is a signal that students are not interested. More likely: it is just easier to remain anonymous and to fall into what psychologists sometimes call the "diffusion of responsibility," where we think someone else will do the work. (2/x)
Use breakout rooms to your advantage rather than trying to manage a whole group discussion. Give them a meaningful question/activity/problem and then break them randomly into groups *with an understanding that groups will need to report back*. (3/x)
Read 7 tweets
Joshua Eyler Profile picture
Aug 16, 2020
At about this point in August 20 years ago, I wandered onto the campus at @UConn for the first time to begin my TA orientation as a graduate student and instructor in @UConnFYW.
I remember feeling so overwhelmed and intimidated that first day, yet tried to hide it as best as I could. Everyone was so unbelievably smart, I remember thinking, and I didn't even know who Foucault was (something that an older grad student made sure to point out to me)!
Then after lunch on that 1st day, one of my fellow newbies caught up to me and asked me how I was doing. He had on a Red Sox hat, and we started talking about baseball. Remember that, @fnapolitano1? At that point, I felt like everything was going to be okay. And it was.
Read 8 tweets
Joshua Eyler Profile picture
Aug 10, 2020
It's in the news yet again, so I'll say it loudly and clearly: It is NEVER okay for a faculty member to engage in romantic or physical relationships with students, regardless of whether or not the student is in the person's class. (a thread)
There is a vulnerability at the heart of teaching and learning. To be a student, to learn something, is to say "I don't know X. Please help me figure it out." There is a vulnerability, a sacred trust, there. Engaging in any kind of relationship w/a student violates this trust. 2/
Not to mention the fact that the students we teach look to us as mentors and often seek guidance as they make some of the most important decisions in their lives. This is another example of the trust they share with us that relationships violate. 3/
Read 7 tweets
Joshua Eyler Profile picture
Jul 17, 2020
Today is the launch day for @KunduPhD's book *The Power of Student Agency: Looking Beyond Grit to Close the Opportunity Gap.*

A short thread follows as to why I think this is an important book and one well worth your time.

amazon.com/Power-Student-…
Those who have read *How Humans Learn* may recall that I cited Dr. Kundu's early work on agency in my chapter on failure.

Anindya & I have since had many conversations about agency, and I was fortunate enough to get a sneak peek at his book, which fully explores the idea.
Agency is a model that steps into the gaps created by @angeladuckw's concept of grit. Interestingly, Duckworth was on Kundu's dissertation committee, & it seems clear to me from the book that they--admirably--listened to & learned from each other over the course of this project.
Read 5 tweets

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