Belonging demonstrates my commitment to creating inclusive learning environments that prioritize equity, challenge systemic barriers, and affirm the diverse identities of all learners.
Belonging
Belonging demonstrates my commitment to creating inclusive learning environments that prioritize equity, challenge systemic barriers, and affirm the diverse identities of all learners.
Philosophical Alignment
My learning spaces strive to emulate the principles of inclusive pedagogies by enabling both learners and practitioners to bring their true self. This commitment to openness has materialized in my work as an educator supporting students, an academic developer mentoring faculty, and as a leader actively listening to team members. This approach to belonging requires me to make significant efforts in breaking down barriers and empowering all voices within the learning process.
Examples of Practice
Campfire Stories - Learning about Learners
Description
I developed this activity based on a personal learning experience during my time as a student at Queen’s University. More notably, this activity is based on the teaching practice of my favorite professor Dr. Fiona Kay where she would naturally engage a lecture hall of 300+ students in various forms of storytelling during a prescriptive lecture. I recall one instance where Dr. Kay masterfully led a 3 hour session on criminological theory by integrating small 5 minute pauses where she would tell segments of a humorous family story. This not only humanized her as an educator but provided students with the ability to cognitively pair some of the material to emotional outputs such as laughter. To this day – I can recall both the lecture and the story as one learning experience.
My version of this approach is smaller in scale but also incorporates my attempts to create a sense of familiarity amongst learners. A drawing of a “campfire” is provided with a list of key words (see picture below). At random intervals in a lesson, I would prompt the class to return to the campfire and select a word and read the back of the card. The instruction would invite participants to share a story on a particular topic or share their interest.
What worked?
This practice was useful with both learners and educators as it humanized the space by providing everyone with an opportunity to share. It also created group cohesion amongst participants prior to larger assessments by enabling them to bond and learn about one another.
What didn’t work?
The practice is challenging in larger groups such as lecture halls so it works best in smaller classrooms. With that said, I did implement it online during COVID-19 with great success over the course of a semester using different variations.
How would I continue to use this practice?
I continue to use this activity in my practice but have learned to select appropriate topics/words that suit the learning environment. This comes with safeguards where one must create trust prior to engaging in a think-pair-share type of activity involving the larger group.
Reference
Video Introductions - Authenticity
Description
Video introductions are not necessarily new or innovative but my application and reliance on them has evolved over the years. At the beginning of my career, I believe the strength of using different mediums was to enable choice (which is true) but it also has a secondary effect that I have learned to harness in my teaching. These types of digital interactions can help set the tone of learning environments.
My introductory videos differ from my instructional ones as they tend to be more informal and natural. I use these as conversational pieces by trying to connect with participants prior to a learning activity or as a form of reflection following the completion of a specific milestone.
What Worked?
The informal tone tends to humanize my approach to teaching and mentoring by showcasing that I can also make common mistakes in my sessions. I embrace these opportunities as it normalizes our vulnerability in seeking perfection across all things. As a result, this approach has served me well as both learners and educators appreciate the approach.
What didn’t work?
Long videos never work in this format. I tend to use these types of videos as conversational boosters where I can insert a few comments or share some praise of a particular participant or idea brought on in a session. These differ from more structured instructional lessons that I record with chapters, objectives, and key resources.
How would I continue to use this practice?
I have been using various Ai Tools to facilitate the development of new video content. This can be subtle such as adding a music background or tweaking some imagery to make it more mobile friendly. In the end, I still aim for simplicity as the intention of this strategy is not to create perfection but rather something that is practical and authentic.
References
