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Planning for Fall, more thinking about #traumainformed teaching and learning is needed. First, @KaraNewhouse suggests that we focus on 4 core priorities: predictability, flexibility, connection, and empowerment. 1/6
https://www.kqed.org/mindshift/55679/four-core-priorities-for-trauma-informed-distance-learning https://twitter.com/CctlW/status/1252987905208975361
https://www.kqed.org/mindshift/55679/four-core-priorities-for-trauma-informed-distance-learning https://twitter.com/CctlW/status/1252987905208975361
@HASTAC's @CathyNDavidson gives practical advice to implement the idea that "we need to be human first, professor second." Building in meta reflection exercises and connecting students to each other is key! 2/6 https://www.hastac.org/blogs/cathy-davidson/2020/05/11/single-most-essential-requirement-designing-fall-online-course
In a webinar @ColumbiaSSW @Jcreswellbaez & @MattheaMarquart encourage beginning with our own self care plan & following #bellhooks "teach in a manner that respects and cares for the souls of our students" respecting diverse experiences of the crisis. 3/6 https://twitter.com/CctlW/status/1252988435746426882
@lrningsanctuary @insidehighered tells us that giving students hope matters! We can give hope with the language we use & how we connect students 2 each other. And, this is good inclusive teaching practice regardless of #COVID19. 4/6 https://www.insidehighered.com/advice/2020/03/17/10-strategies-support-students-and-help-them-learn-during-coronavirus-crisis
#traumainformed pedagogy was needed even before #COVID19! For many students this is a first trauma. @jessica_minahan explains that trauma inhibits learning. Creating islands of competence and crafting feedback that reduces negative thinking can help. 5/6 http://www.ascd.org/publications/educational_leadership/oct19/vol77/num02/Trauma-Informed_Teaching_Strategies.aspx
To better understand the link inclusive practice and why pedagogy needs to address the trauma around us @ucbaccenter provides an excellent webinar 6/6 https://americancultures.berkeley.edu/file/1629
