Flipping the Pyramid: 

Critical Thinking, AI, & the Bloom Revised Taxonomy

Fall 2024 TLC Funded Faculty Seminar

A 2023 article shared by Times Higher Education and Inside Higher Ed suggests that generative AI (the AI most of us use to find answers and create content) works effectively with critical thinking development when we flip the Bloom Revised Taxonomy on its pyramid, starting with Creativity and moving towards Remembering. This re-envisioning of how we might approach designing assignments with AI and guiding our students in AI-friendly critical thinking development formed the basis of this 3-part seminar.

Flipping the Pyramid Assignment Readings & Resources

November Apply+Analyze Active Learning Assignment

Flipping the Pyramid_ November assignment rubric

 

Practical Teaching for Resilient Learning

2023-24 TLC Funded Faculty Seminar

We experience ourselves and our students through overlapping histories,
environments, and individual constellations of circumstances, families, and choices. How we
teach and learn are deeply embedded in these shared and unique identities. In this seminar,
focused on connecting our practical teaching with our students’ resilient learning, we
increased our understanding of learning impacts of systemic oppression, neurodiversity and
mental health, and trauma as we ourselves learned how to better design our teaching and respond
to student learning challenges.

Trauma Discussion Notes

Trauma and Resilience Assignment

PTRL23-24 Minds at Work-examples

 

Indigenous Knowledge, Perspectives & Environmental Justice Across the Curriculum Seminar

2023-24 TLC Funded Faculty Seminar

Indigenous Knowledge / Indigenous Ecological Knowledge (IK/TEL) and Perspectives place value and importance on realizing regenerative culture and earth, environmental, generational, and epistemological justice is becoming recognized in our professional academic societies (e.g., AASHE, AERA, ESA, NARST), research (e.g., AMAP.no) and action, but has yet to become widespread and embedded across the university curriculum. The Western worldview and mindset separates humans from nature and exploits nature, other humans, and nonhuman beings, whereas indigenous languages and world views are cooperative, relational, and embedded in nature with respect for nonhuman relatives. Indigenous relational ontology and epistemologies were denigrated and destroyed by colonization and cultural genocide and need to be revived to meet our current environmental degradation and injustice challenges. Indigenous peoples are environmental and climate justice action leaders as water and forest protectors and efforts to end fossil fuel use and contamination of our common home. This Seminar built on John Jay College’s leadership in environmental and earth justice curriculum and integrating sustainability in our college’s strategic plan and AASHE STARS self-assessment. The Seminar will took part in an IKP&J Curriculum Webinar each semester with Indigenous speakers hosted by JJay. The Seminar builds upon the work and experience of the AASHE Earth as Relative workshop hosted by the University of Minnesota Bemidji, the Canadian Native American Reconciling Ways of Knowing series, and Indigenous Special Interest Groups of AERA, NARST, and ESA.

4-17-24 Recording with University of Minnesota (Bemidji State) Veronica Kingbird-Bratvold (Anawookwe) and Erica Bailey-Johnson

5-1-24 Recording of Rebecca Tsosie’s discussion with John Jay students