KAQ(F): pragmatic, interactive, pedagogical, STS

KAQ(F) is a schema in which the following items are considered in relation to each other:
K—What do I Know? (or claim to know)
A—Action: What actions could people pursue on the basis of accepting this knowledge?
Q—Questions for inquiry: What more do I need to Know—in order to clarify what people could do (A) or to revise/refine/support the knowledge claim (K)?
(F)—How to Find this out? (Methods, Steps…) Read more of this post

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Cultivating collaborators, revisited

This post assembles a short-list of measures that enhance the building of a trust-full, generative group interested in personal, professional, and institutional change.  It feeds back into face-to-face group meetings items from an earlier post “on integrating face-to-face dynamics into the structure and expectations of online platforms.” Read more of this post

A project-based learning experiment in feminist pedagogy

This post documents a conference presentation on project-based learning (PBL) as implemented in a course on gender, race, and science, co-taught four times for the Boston-area Graduate Consortium on Women’s Studies. Evaluations of the course document a tension between initial discomfort and subsequent appreciation: “you might think you aren’t sufficiently grounded by the course [but] being on the other side of it now, I see it works out beautifully.” (read more…)

Bringing everything to the table: Where do we go from there?

This year I devoted the first session of both my graduate classes to everyone giving extended autobiographical introductions, for the reasons described in an earlier post. E.g., in the Critical Thinking course, we took 4 minutes to explain “How I came to be a person interested in learning more about critical thinking–how to do it myself and teach/foster it in others.” Each introduction was followed by “connections and extensions” feedback using this form, which asks students to give one point of intersection with the listener’s interests and one direction the listener could imagine the speaker’s work being extended. Read more of this post

Rethinking Critical Thinking

Starting this week, I am teaching a graduate course in Critical Thinking using an experimental format in the hope of clarifying my dissatisfaction with the received views about the “teaching of thinking.”  This extends discussions and activities during the spring, http://cct.wikispaces.umb.edu/CriticalThinkingReview.  In parallel to the course, there will be a series of Collaborative Explorations, to which interested readers are invited to participate: Read more of this post

Direct vs. indirect pathways of learning

My graduate courses use simple but unfamiliar requirements and processes, which leads to a period of getting adjusted and sometimes hesitation or resistance. This post reflects on that. Read more of this post

CPR space

A Connecting-Probing-Reflecting (CPR) space is a workshop or learning activity that fosters carryover of outcomes into participants’ work and lives in the following manner. The CPR space has a topic that the participants explore in relation to their individual interests, aspirations, and situations. The exploration introduces and makes use of tools and processes, not only for the exploration, but also to develop connections among participants – connections that help participants open up, probe into, and flesh out their contributions to the topic. Read more of this post

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