We want to offer an additional framework and strategy that bolsters resilience in your curriculum, class content and delivery; the framework is called resilient pedagogy. Resilient pedagogy is not to be mistaken for static and unchangeable curriculum design but rather speaks to strategies and methods that allow the classroom content, delivery, and evaluation methods to be flexibly adaptable to the needs and environmental pressures of learning while remaining steadfast and consistent in one’s learning outcomes. Check out the last video of this module, below.
- TRANSCRIPT LINK: Trauma Informed Pedagogy Transcript
- POWER POINT SLIDES LINK : TIP Powerpoint PDF
- Further Resource Link: Further Resources Document
- Journal Link: Reflection Journal
If you love to listen and learn instead? Check out this weekly podcast called the resilient pedagogy podcast by Dr. Thurston, goes through chapters of the resilient pedagogy book with various instructors, focus on topics like creating adaptable courses, integrating whole person experiences, understanding why students can’t focus and what can be done about it, optimal adult education and online learning , resilient design, unlocking student engagement and more: Resilient Pedagogy with Travis Thurston • Resilient Pedagogy
Optional Activity
We have one more opportunity to carry your learning forward!
We invite you to take a gander at your most recently designed syllabi or a sample syllabus from your faculty and department. Examine the course design elements; student engagement, activities, evaluations, learning materials and modalities. To assist in examination, the Course activity Matrix tool referred to in the module may be of assistance, so we have hyperlinked it here:
Think through some ideas for the following questions: Course Activity Matrix
We are also providing you a blank matrix, if this is more accessible to map your ideas: Blank Course Activity Matrix
- What are elements that can be infused with adaptability, flexibility, and creativity?
- Are there learning activities, materials, and modalities that could be shifted if needed and how?
- What tools, resources and software’s might you need to ensure endurance?
- At the end of thinking through some changes, reflect back on the original purpose of the course and it’s associated learning outcomes. With potential flexibility, are your learning outcomes still achievable?
References
Carleton (2023). Resilient Pedagogy. Perlman Center for Teaching and Learning. [Webpage] Retrieved from: Resilient Pedagogy – Learning and Teaching Center – Carleton College
Gardiner, E. (2020). Resilient Pedagogy for the age of disruption: A Conversation with Josh Eyler. Top Ha. [Blog]. Retrieved from: Resilient Pedagogy for the Age of Disruption: A Conversation with Josh Eyler | Top Hat
Grand Valley State University (2021). Resilient Pedagogy. [Webpage]. Retrieved from: Resilient Pedagogy – Pew Faculty Teaching and Learning Center – Grand Valley State University
Santoso Chow, R., Ming Lam, C., King, I. (2020). Crisis Resilience Pedagogy (CRP) for Teaching and Learning. 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, pp 384-391.
Thurston, T. (2023) Resilient Pedagogy Podcast. Resilient Pedagogy. Dr. Thurston. Podcast, Spotify. Retrieved from: Resilient Pedagogy with Travis Thurston • Resilient Pedagogy
Thurston, T., Lundstrom, K., Gonzalez, C. (2021). Resilient Pedagogy and Self-Determination: Unlocking Student Engagement in Uncertain Times. Chapter 1. Resilient Pedagogy. Utah State University, 13-36.
Watson, A. (2020). Flexible, resilient pedagogy: How to plan activities that work for in-person, remote and hybrid instruction. Truth for Teacher Podcast