Check the calendar for more information on all of these events.
eSeries and Webinar Events
All eSeries begin at 7 PM Eastern time
Spring Dates TBA
Tuesday, September 21, 2021
Intentional Team Formation: Belonging & Inclusion to Aid the Transition Back to F2F Learning
Ashley Mahoney, Bethel University
Kristy Mardis, Chicago State University
In this web-based session, facilitators Ashley Mahoney and Kristy Mardis will guide a discussion on belonging and how a sense of belonging impacts success for underserved student populations. Mahoney (Bethel University) and Mardis (Chicago State University) will help you identify barriers to belonging in your classroom; consider belonging in group formation; develop 2-3 actions to increase and support a sense of belonging in the POGIL classroom as we transition back to face-to-face learning.
Book Selection: Zaretta Hammond’s Culturally Responsive Teaching and the Brain
We will meet on the third Wednesday of the month on 9/22/21, 10/20/21, 11/17/21 from 8:00-9:00 pm ET. Please join your POGIL colleagues in conversations about what it means to be a culturally responsive teacher and how we can apply this to our lives and classrooms. We hope that this book discussion group will help us achieve two goals of our PNM working group: to determine ways in which we can aspire to promote and model antiracism both as educators and as POGIL practitioners, and to develop a body of educators who are thoughtful, reflective, and think deeply about diversity, inclusion, and equity. These goals are reflected in The POGIL Project’s objective to have all work reflect antiracist and equity-producing practices. Attendees of recent PNM and NCAPP events were invited to join the Book Discussion Group, but if you are interested and there is still space, we welcome you to join too! Please contact Laura Parmentier at email@example.com for the registration code.
Book Discussion Group Facilitators: Kelly Butler, Stephanie Erickson, and Laura Parmentier
Wednesday, October 13, 2021
Developing Questions to Facilitate and Provide Evidence of Student Process Skills
Renée Cole, University of Iowa
Juliette Lantz, Drew University
Suzanne Ruder, Virginia Commonwealth University
Monday, November 1, 2021
Webinar: Poverty, Parents and Pressure
Myron Dueck, Author and Educational Consultant
Poverty is a reality in communities and classrooms across North America, and too often the policies and practices in the classroom further exacerbate the challenges faced by economically disadvantaged students. In an era when schools supply food when it is lacking at home, what do we do with homework policies when students do not have support at home? This is one of many questions that arise when we focus on how grading and assessment routines must be changed to improve the educational outlook for students who live in challenging situations. Actual accounts of teachers and students will be used to make the point that grading and assessment routines need to be part of the socio-economic disparity conversation. Many students overcome the hurdles imposed by poverty, and along the way a few changes to traditional grading and assessment structures can help.
Wednesday, November 10, 2021
Grading for Equity
Teresa Bixby, Lewis University
Tina Hanson-Lewis, California State University Chico
Incorporating Real-World Context into POGIL Activities