Examples of pedagogical actions

Some ‘things’ that Brent is doing/has done that you might be wondering about…
NB: ‘Doing’ here could also include explicit pedagogical choices not to do.

Language:

• Introduces new/unfamiliar vocabulary (E.g., transphenomenon, outfluences, fractals, and construeism).
• Traces the etymologies (histories) of commonly used words in education (E.g., normal and science).
• Indicates networks of associations within/across different phenomena.
• Uses hand-gestures and body-language reminiscent of images and metaphors.
• Critiques commonsense notions embodied in the language used in educational contexts.

Content:

• Includes the TED talks but doesn’t incorporate them in the lectures.
• Incorporates popular culture (E.g.,, Monty Python, Simpsons, Spock, Hulk, and Lost).
• Interjects autobiographical narratives/vignettes (E.g., one of my 6 favorite teachers).
• Refers to one BCCT standard in each session.
• Varies media representations.
• Suggests sources for further inquiry (E.g., books every teacher should read).
• Juxtaposes contrasting ideas (E.g., correspondence and coherence theories).
• Organizes the lecture topics as a decentralized network rather than a linear trajectory.

Lecture and Course Organization:

• Explicitly frames sessions as more a “public lecture” than a lecture-seminar.
• Starts and ends promptly.
• Moves along briskly.
• Attempts to introduce humor.
• Posts lecture slides only after the lectures have been completed.
• Begins a course on teaching by talking about knowing.
• Draws attention to linkages across the course (E.g., to text and future lectures).
  

Assignments:

• Does not include all the assignment details in the course outline.
• Organizes Assignment 1 around noticing, perception, and interpretation but not evaluation.
• Limits the assignment to 250 words per person