John Jay College Professionals in Resilience
Student-centered learning implies paying attention to our students as individuals and as part of larger identities and circumstances that influence their time with us. Here we offer you a chance to know John Jay’s students through two presentations that include student demographics and guidance on working with the students who represent many of those data. Please refer to these often as the information may help you align and realign your teaching with your students’ needs.
Professionals in Residence Groundwork (this includes Professionals in Residence student demographic data as well as advice for teaching experiential learning to our students)
COGNITIVE SCIENCE RESEARCH BASED LEARNING
Neuroscience explains the biological workings of the brain that connect to thinking, problem-solving, and memory, all of which are essential to understanding how humans learn. The links here provide multiple perspectives on this common framework of brain-based learning to help you design and adjust your teaching.
Bloom Revised Taxonomy (a highly popular illustration of the development of critical thinking and knowledge)
Working and Long-Term Memory (this diagram shows the connections that form working and long-term memory)
How Learning Works summary (2 page summary of the 7 principles from How Learning Works with recommended strategies)
Willingham_9 principles of the mind_implications (A list of cognitive scientist Daniel T. Willingham’s “9 Principles of the Mind” with the “Implications for Teaching” he suggests in each chapter of Why Don’t Students Like School?)
HOLISTIC TEACHING AND LEARNING
When we teach, we work with whole individuals and communities. Understanding that we are all networked and living in the midst of multiple connections and influences strongly indicates the need for holistic teaching and learning. On this page, you will find links to rubrics, readings, and other resources to support holistic approaches to working with your students.
Culturally Sustaining Pedagogy (Django Paris article defending and defining culturally sustaining pedagogy)
Universal Design for Learning guidelines (this is an updated version of the Universal Design for Learning guidelines, which detail ways in which every learner’s needs can be met)
The Dynamics of Learning (related to the images below, this chapter describes developing resiliency and problem-solving skills with CUNY undergraduate students)
EFFECTIVE ACTIVITIES
Teaching styles and student needs differ; what we do know about great teaching is that some strategies and activities show consistent success across disciplines and positions. Please use this page as a resource for finding, creating, revising, and making great learning experiences come to life for you and your students.
Facilitation Roles and Skills (enhance effective, compassionate communication by employing these facilitation roles and skills in class discussion and small group work)
Tips for Creating Class Ground Rules (start your course on solid ground by establishing shared ground rules for communication and behavior with your students)
Common Knowledge Organizers definitions (asking students to organize knowledge empowers them to own their learning and assists them in creating working memory)
Student Engagement Strategies (from a former workshop, this handout defines several small group and peer-level student engagement strategies)
Concept Map example (here is an illustration of a concept map)
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