[teaching theory+resources megathread 🌻🥰]

okay it's finally here, i've got the ENTIRE FIRST YEAR WRITING/COMMS COURSE uploaded for you to remix, revise and make better for your kaleidoscopic context. this thread will go over the highlights of what's in this drive for you!! 🤍 SCREENCAP of syllabus under...
THIS IS THE DRIVE WITH ALL COMPONENTS (except for the open-access readings / every reading on this course is available FOR FREE online to reduce course cost!!): drive.google.com/drive/folders/…

The folder is sub-sorted by weeks. This is a 12 week course with one week break between #6-7.
WEEK ONE

absolute intro to rhetoric and the course itself. i have a fairly involved but accessible Discord Onboarding doc that i've shared in other threads. i run this course hybrid as reinforcement, but also accessibility. the server is a huge support model in this class. SCREEN CAPTURE document hea...
WEEK ONE

one of the core themes of this course is "everything is mediated". i start this course by asking what we use to communicate, and what a "discourse community" is. when we invite people into our circles, we must also be hyper-aware of who is not in the circle - and why. SLIDE CAPTURE header "...
WEEK ONE

every week (except Teach-Arounds) has a LAB INVESTIGATION, a practical or teamplay activity that uses the theory we learned that week in class to try to create something new. the first lab is creative writing: they must use believability strategies to make fake news. SLIDE CAPTURE title "L...
WEEK TWO

the first chapter (for free online) of 1984 is the core text: this is science communication at its most powerful to create dystopia. i make them read Ch 1 once in week 2, then again in week 12: the way they read *control* changes significantly at the end of the course. SLIDE CAPTURE header "...
WEEK TWO

at the start, we know that viewpoint matters. i can't stop you from googling something, but i CAN stop you from wanting to if i'm rhetorically savvy. 1984 shows how to powerfully abuse this - but we can also use it for good. we can make people care about our research. SLIDE CAPTURE header "...
WEEK TWO

they are assigned their teamplay midterm: a group essay on a well-developed thesis of their choice.

this assessment is a LOT more concerned with teaching "soft skills": how to collaborate, how to source, how to divide tasks, how to schedule a large project timeline. DOCUMENT CAPTURE header &qu...
WEEK THREE

week 3 uses three youtube videos about radically different topics to show different ways to mediate a thesis/argument. i call this "engineering" or "reverse-engineering" a thesis: how do we decide what information is important? how am i approaching a mediated thesis? SLICE CAPTURE header: "...
WEEK THREE

the videos i use for this investigation are:
Kurzgesagt: Who Is Responsible for Climate Change?
Wisecrack: The Philosophy of 'Rick and Morty'
Innuendo Studios: Superposition: The Genre of 'Life is Strange'

WEEK THREE

I use this investigation to show the difference b/t "truth" and "capital-T Truth".
capital-T Truth wants to be right, and it wants to silence all other opinions.
good args know that "truth" is really just "the best available version we have right now", and can change PHOTO OF WHITEBOARD: (sarah...
WEEK FOUR

now we can push these videos a little further: can they be metaphors of the ways scientific research is flawed, or extremely complicated? in my mind, there are 3 problems with scicomm:
- research aporias
- (endless) pursuit of enlightenment
- ethical sci translation SLIDE CAPTURE header "...
WEEK FOUR

this week is the Sustainabilitea lab investigation, which i have other threads about! it's a practical chemistry experiment - but it has a translational point. we reverse-engineer a thesis, then we have to explain it to non-science actors with an accessible manual.💚 SLIDE CAPTURE header "...
WEEK FIVE

okay, let's reinforce before i make this harder. we learned about discourse communities, tribalism, capital T-truth, propaganda, believability, and well-crafted thesis/hypothesis statements. it is good to review at this point, because this is a lot for a 1y class. SLIDE CAPTURE "week 5 ...
WEEK FIVE

they listened to a Spotify podcast about Joe Rogan / and a blog post about SpiKey (a bad-faith sci investigation). using this, i can reinforce concepts they already know another way - doing "the same thing" multiple ways will capture more students in uptake: WEEK 4 THEORY (reinforcemen...
WEEK FIVE

the lab investigation this week is one of their course favourites(??) lol: i ask them to write a false (believable) COURT TRANSCRIPT about a scientist or public figure who has been creating bad-faith arguments, and they have to try to "catch" their rhetorical trick. SLIDE CAPTURE header "...
WEEK SIX

now we have enough information to get into "Reading Real Science" investigation: i give them two high-level articles and explain the CARS and IMRAD reading protocols, broadly construed. these two techniques find VERY DIFFERENT INFO, and we need to know how to deal it: SLIDE HEADER "reading ...
WEEK SIX

this lab is designed to be frustrating: reading "real" science is difficult! this is the worksheet i give them. the key takeaway is:

💛IMRAD method: what information is LITERALLY here?

💛CARS method: what information is MISSING here? (who is left out, or implied?) WORKSHEET CAPTURE 2x1 table...
WEEK SIX

at the halfway point, they also do the Midpoint Review Worksheet in teams. it's a three page review of all the theory we did in the first half, parsed in a simplified way. they need this theory to understand the second half of the course, so this is important now. DOC CAPTURE "ENGL193 M...
WEEK SEVEN

okay, let's make this harder!
week seven introduces disability and universal design for learning to the conversation.
how is science inaccessible? how are we creating or sustaining discourse communities that exclude certain scientists over and over again? SLIDE CAPTURE header "...
WEEK SEVEN

their investigation this week was to really pay attention in their labs in other courses... how many things/objects are usable? who is left out?

this is my favourite entry from all sections of scicomm i've done: they do a great job with this entry, and get honest. SLIDE CAPTURE header "...
WEEK EIGHT

now it's time for sexism in science, #YesAllWomen, #WomenInSTEM etc. i've done threads about this week's content in the past, so this is a recap:

- introduce gender bias versus parity
- MARKETING inclusivity versus REAL inclusivity
- callback to their stories/lxp SLIDE CAPTURE header "...
WEEK EIGHT

this week's "find it, prove it" investigation is one of their favourites: everyone comes to class with the name of a FEMALE scientist, and they must go around the room trading scientists and their accomplishments to FILL their bingo cards w/amazing women's research!💜 ACTIVITY SCREENCAP a bingo ...
WEEK EIGHT

with 1 month left, they use everything they learned on the team midterm to do the same thing (on a different thesis) again on their own - they should be much more prepared to do this independently b/c of the scaffolded reinforcement. MAKE PEOPLE CARE is the point. DOCUMENT CAPTURE header &qu...
WEEK NINE

now we're tying it all together. I use the Ice Cream Debate scene from Thank You for Smoking as a way to talk about the 3 core argument components: well-sourced research, counterstorying, and lived experience expertise. This is difficult, give me a couple tweets here: SLIDE CAPTURE header "...
the arg Eckhart has is "chocolate vs vanilla" and he spins it toward capital-T truth in order to "win", instead of dealing with veracity. the "point" is that his son was not worth convincing - everyone listening to the argument was. this is core political rhetoric. Aaron Eckhart
says "if you're wrong, i'm right, and if i'm right, i win". think of conference panels that went just like this...

we're not after experts in our field, we're after *them* - the listeners and skeptics. our job is to make them care. i used accessibility to say this another way: SLIDE CAPTURE header "...
WEEK NINE

great! Now we can bring back "Reading Real Science" again. this reinforces their first attempt, but also introduces all these more difficult, intersectional ways of mediating information this time...

they translated a gender bias article, and a racial bias article. SLIDE CAPTURE header "...
WEEK TEN

the Teach-Arounds are 5min talks based on a well-written thesis they created. I give no rubric and a 3-slide limit. everything else is up to them.
By Week 10, they have been taught ALL THESE BELIEVABILITY SKILLS and had them reinforced in other student presentations: CHEERLEADING HINT SHEET Doc...
WEEK TEN

this week is visual rhetoric, students always love this lmao. i tie it to graphic design, doxa, semantics and iconicity and walk them through a billion examples (including the twitter Blue Checkmark @Jessifer ).

now we're tying ethics of design choice to argumentation. SLICE CAPTURE header "...
WEEK TEN

the Design Demolition Derby lab is reinforced in class with a round-robin drawing series of iconic logos, apps, social media signals etc. after we do that, they have to find questionable graphic designs on their own and write about the rhetorical conversation happening. SLIDE CAPTURE header text &...
WEEK TEN

probably my favourite hyper-recent example of visual rhetoric's incredible storytelling power.
the most expensive iconographic misplay of ALL TIME. OF ALL TIME. billions of dollars in visual rhetoricity here guys it's wild SCREEN CAPTURE of tweet fro...
WEEK ELEVEN

the *instascience* lab ties all the course theory together. they have to read, translate, and graphically re-present a high-level compsci journal article in a way that makes non-academics CARE about the research (in this case, Canadian Data Privacy Laws). MOBILIZE. DOCUMENT CAPTURE header &qu...
WEEK ELEVEN

at this point, I also do a little bit of theory on the ACCESSIBLE SCIENTIFIC ABSTRACT or article summary. no one wants to read research that doesn't make them care. it's our job to make them want to read our publications: not the other way around! easy lesson. SLIDE CAPTURE header "...
WEEK TWELVE

bring back 1984 and ask them to use everything on this course to point out rhetorical control methods and ways The Party markets themselves as believable. they are GREAT at this, and they notice for themselves that somewhere in here, they actually learned something.
WEEK TWELVE

now they do the Endpoint Review Worksheet. this reinforces all the complicating theory from the second half of the course, and tries to simplify it: intersectionality, jingoism, universal design, inferencing, "who's left out?", advanced presentation skills, vis rhet. DOC CAPTURE header "So...
WEEK TWELVE

their exam for this course is a portfolio of their 5 best notebooks + community callback + exit interview.
i am especially proud of the exit interview, and they do AMAZING on this 99/100 times. they retell to me their learning pathway in their own words w/honesty. 💚 EXIT INTERVIEW CAPTURE for ...
my job in this course is to teach groups of students who HATE english (they are high-achieving STEM majors) that rhetoric is important, and making people care is the game of academia. they are incredibly hostile to "traditional" english, so i spent a lot of time on this design.
they are literally primed to hate me and this course based on what i am being asked to teach and reinforce, and they come out of this "surprised that they actually learned a lot" and asking if there is a 200 level scicomm (there isn't LOL). so this model CAN work, maybe.
EVERYTHING i use: full slideshows, all worksheets, handouts, instructions and checklists are in that Drive for you. you can use as MUCH or as LITTLE as you'd like. make it better than i could - and show me what you did!! 🖤🤍🌻

these courses can be fun and enriching, i promise.
and i have to thank: @EdDevTrevor @sarahesilverman @AnnGagne @brennacgray @disabledphd @PriceMargaret @lecagle @KateMadd @rogergraves @smhumphreys @JayDolmage @jstickgoldsarah @Katja_Thieme because a lot of this is based on methods i've learned from y'all. thank you sincerely🤍☀️

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More from @kawaiilovesarah

May 8
[teaching/theory resource megathread 🩶💜]

hi allies!! i get a lot of questions these days about teaching theory and techniques (thank you!!) - i am honoured! i have a huge backcatalogue of explainer threads, handouts, assignments: always FOR FREE FOREVER. here's the best-of:
i am bigtime against rubric assessment, and this was the basis of chapter 1 of my diss. but chapter one is LONG and COMPLICATED LOL, so i gave multiple attempts over the years to "explain it another way". 2022 thread on why rubrics are problematic
i also tried explaining the "why rubrics work right up until they don't, spectacularly" Easternly (a la storytelling-to-teach) in a friend's journal, again drawing from theory in chapter 1: sparkactivism.com/beyond-the-abi…
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Jun 29, 2023
UW allies; i am running my activism class today - but changed tactics to offering a practical trauma-informed mutual aid seminar. i'll share the slides i made here with you after class & give you a quick crash course in showing up for others in crisis circumstances 🤍 #UWaterloo
LONG THREAD - MUTUAL AID + CRISIS CARE (BASIC)

okay @UWaterloo i promised you my mutual aid mini-seminar from my activism class!
i'll give you practical advice & how to think about mutual aid, healing justice in crisis circumstances, aftercare for #UWaterloo stabbing yesterday.
@UWaterloo this thread will cover BASIC NON-SPECIALIST SUPPORT and how to show up (as staff, as faculty, as peer support, as student or family). this is very introductory and is not meant to train robust safety teaming, antisuicidality, or KNV disobedience. this is stuff YOU can do TODAY 💛
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May 18, 2023
[small thread - universities]

it has never been a hotter time to voice your disenfranchisement with academia: campus protests, union-forming, legislative redrafts, collective direct actions. it is no longer radical to "not like" being a professor, or see massive moral harm in it
but i can't help but notice the co-optation of this mass-market derision to re-recruit these demoralized professors back into the harm matrix: we used stories about "how smart you are, no one can do this job but you" to recruit you to the institution. we give you accolades/awards
we weaponize ego-politics and a professorial imposter syndrome to ensure that you feel powerful enough to do the job given, but not powerful enough to leave. we even tacitly authorize direct action in the form of small concessions... giving you more maternity leave, for example
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May 16, 2023
[teaching theory thread]

i'm chatting virtually today @ 10-11AM EST about teaching strategies for student mental health and neurodivergence for DEDI 2023!

⭐️ ZOOM ROOM (live vers.): yorku.zoom.us/j/96758261089?…
💛 will recap in this thread
⭐️ will record video playback SLIDE CAPTURE title: "...
the whole conference program (free attendance, hyflex/virtual proceedings) is here: canva.com/design/DAFftz6…

and i'm so lucky that @jvorster81 thought of me for a keynote on equitable teaching practices. i'll be sharing as much advice as i can in 60 minutes, then it's your turn!
if you prefer not to hear my annoying voice and move through my slide deck instead, that's okay!

⭐️ SLIDE DECK HERE: docs.google.com/presentation/d…

it is almost fully transcribed/narrated, so you can do the lesson with me on your own time, at your own pace. i do that on purpose! 💛✨
Read 25 tweets
Apr 27, 2023
[ disability theory thread 🌻]

hi!! i am your academic apothecary.
let's talk about the mad manifesto: my ✨newly passed✨ dissertation that goes to great lengths to accessibly prove that:
1) we are failing mentally ill students, and
2) UDL has been co-opted by unis for profit. SLIDE CAPTURE: very themati...
you know me fam, if you've been taking my online disability studies courses last year/this year you know i fuckin' love a timechecked agenda (and so do your neurodivergent students!!)

i'll go over what i did, and if you're intrigued, i will link the PDF of the diss at the end :) SLIDE CAPTURE thematic star...
i posited my defence space as collaborative: i ran a simultaneous jamboard while i spoke with the committee.
1. the community's opinions are important, and
2. they should be allowed to parse them in their own words, together in space.
3. this was cozy, generative conversation. SLIDE CAPTURE thematic star...
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Mar 29, 2023
[disability theory, udl theory, higher ed techniques thread 🌻]

it's wednesday! that means i'm teaching DS2210 Education Policy + Disability Studies, but i also post all my content on twitter open-access for anyone who can't take cds courses! 💛

this week is MADNESS + TEACHING SLIDE CAPTURE: light yellow...
i've spent most of this course covering disclosed disability and its relationship to K-8, 9-12, and higher ed classrooms and access policies. but now we have enough theory that i can add a more complicated conversation to the mix: what about undisclosed disability + mad students?
i like giving timed agendas for neurodivergence specifically. i also leave my slide deck VISIBLE (non-presenter mode) for mad students who get anxious about "how much is left" or "where are we going"?

i also post my slides a few hours BEFORE lecture for high-anxiety students. SLIDE CAPTURE header text: ...
Read 32 tweets

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