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Joshua Eyler Profile picture
@joshua_r_eyler
Apr 14, 2020 • 4 tweets • 2 min read • Read on X
Okay, it's time!

Our first live discussion for #PixarinApril begins now. Here's how it will work:

Participants can either ask me a question about the film by responding directly to this tweet, or you can answer one of the questions I've listed in the thread below.
Question 1 (for elementary school teachers/students/parents-of-students): Tell me more about your favorite minor character (like Potato Head or Slinky) and why he or she is important for the movie. #PixarinApril
Question 2: How does the journey of Buzz and Woody reflect on the issues Andy is facing in his life? #PixarinApril
I'm running the discussion concurrently on Twitter and hope to share answers back and forth too.

Let's talk about Toy Story! (P.S. Don't forget to use the hashtag.) #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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