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More from @Jessifer

Jesse Stommel

@Jessifer

25 Oct

@AsaoBInoue

“Promoting one version of English, regardless of where in society that version comes from, says that you want everyone in the classroom to think about, see, hear, experience, and articulate the world in the same ways.” ⁦@AsaoBInoue⁩ asaobinoue.blogspot.com/2021/10/blogbo…

“In classrooms, what happens is this. You grade students on the English you learned and grew up with, the kind of English in your models and training, but like those Filipino or Native American students, your students aren’t you, nor are they like the authors of your models.”

“They do not come from where you or those authors came from, not exactly. And they are not embodied in their language practices in the same ways as you are.”

Read 6 tweets

Jesse Stommel

@Jessifer

24 Oct

https://twitter.com/Jessifer/status/1452137230932185094

I remain confounded by the notion that books teach "every bit as much" as teachers. Have books successfully grappled with the idiosyncratic needs of students over the last 18 months? Turning to books has certainly helped shape our teaching in moments like this one. But...

https://twitter.com/Jessifer/status/1452137230932185094

Have books embodied the necessary trauma-informed pedagogies? Have books listened intently for students struggling with basic needs insecurity? Books certainly provide solace and support, but do they re-write their pages on the fly as students get sick or watch loved ones die?

When books ask hard questions of us, do they also pay attention if the answers are equally hard? If books teach "every bit as much" as teachers, then I find myself deeply concerned about how much our system has reduced, failed to support, and even belittled the work of teaching.

Read 4 tweets

Jesse Stommel

@Jessifer

15 Sep

@mburtis

At the end of my recent piece with @mburtis, we rewrite the Quality Matters rubric "for a human audience, centering the people in a course instead of the tools, policies, and materials." (a thread) hybridpedagogy.org/the-cult-of-qu…

Martha and I write that "we don’t subscribe to any model that relies upon a simplified set of bullet points to do the vitally important work of instructional design." I often argue for "good-for-some-people-in-some-contexts-practices."

And so, we ask explicitly for folks not to approach our remix of the QM rubric as a set of best practices, but to use any course design rubric as an invitation to reimagine, inspect, adapt its advice from your own pedagogical perspective, for your own idiosyncratic work.

Read 18 tweets

Jesse Stommel

@Jessifer

14 Sep

No, the answer is no…

Online learning isn’t a “trick.” Institutions should have been robustly supporting initiatives in online learning and higher education pedagogy 10 years ago, 20 years ago… There is no quick fix for years upon years of disinvestment in teachers and the work of teaching.

If U of Central Florida is presently launching a department of Higher Education Pedagogy with tenured instructional and research faculty, investing in full-time hybrid and online teachers, and drawing students into a conversation about the future of education, then *maybe “yes.”

Read 5 tweets

Jesse Stommel

@Jessifer

27 Jun

I get frustrated when I see "rigorous" and "evidence-based" applied exclusively (or even primarily) to quantitative research. Narrative research is also "rigorous." Stories are evidence. Emotions are evidence. Analysis of affective responses is evidence. History is evidence.

I bristle altogether at the phrase "evidence-based," because of the gatekeeping contexts where I so often see it used. I immediately wonder, what kind of evidence? What ways of knowing are being privileged? And at the expense of whose voices going unheard?

And most meanings of the word "rigor" have no productive place in education, unless you believe school (and disciplinary culture) should be about policing, punishing, and gatekeeping -- again with the effect of excluding already marginalized voices.

Read 4 tweets

Jesse Stommel

@Jessifer

3 Jun

As a mid-level administrator, at several institutions, I constantly heard the word "optics." Too many times it didn't matter what work we did, only how that work *looked, and usually only how that work looked to people not directly impacted by the work.

At too many institutions, "innovation" is rarely about asking hard questions. "Inclusion" is too often about "metrics," and not about people. "Hard work" is often less about the quality of the work and more about supporting and reenforcing a culture of busy-ness.

I once talked about "doing less with less" in front of my provost--arguing for more carefully deploying resources to make them more effective, assuring staff were properly compensated for their labor, etc. I was glared at and told we should all "do the work of two people."

Read 12 tweets

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