Written by Abigail Morgan, Social Sciences Librarian at Miami University
January is traditionally a time to pause, reflect, and set intentions for the next year. While 2020 and the early days of 2021 have taught me that our world can be upended in an instant and flexibility and openness to change is more important than ever, I still believe that goal-setting is an important practice. I also find that it helps bring stability and routine, even when working in less than ideal circumstances. Setting goals for learning is an inherent part of the instruction process, so it seems natural that now is the time to think about what I want to achieve in my teaching practice in the next calendar year. Here are the goals I’m setting:
Goal 1: Redesign lessons to incorporate critical pedagogy from the ground up
While I have been an enthusiastic proponent of critical pedagogy methods for several years, I have only been able to make small changes into my class sessions – such as using more diverse examples. In 2021, I’d like to move from proponent to active practitioner. This will entail overhauling several lessons I have taught many times in the past. My first priority is redesigning our mandatory first-year business student information literacy module to add more activities about authority and inclusion into the coursework, as well as more opportunities for discussion. I hope this will have a high impact since it reaches over 1,000 students. For the one-shot sessions I usually teach, I also plan on using less time in class on lecture, demonstrations, and individual activity and more time on group work and discussion. These practices will give students more voice and help them actively engage with the material.
Goal 2: Add more assessment from students
I confess I’m not the best at allotting time for student assessment of my teaching. That’s not because I think my teaching is perfect – in fact I suspect I’m my own worst critic. While I always include some sort of meaningful activity for students so they can demonstrate their learning, this is not the same as getting direct feedback. Incorporating more regular assessment of my instruction will make me see my teaching more clearly. One advantage of remote instruction is that it is easier to make assessment flow naturally into the pace of the lesson. I plan to make the most of remote instruction this spring to get more in the habit of assessing my sessions so by fall it will be easier to include in all instructional situations, online, hybrid, or face to face.
Goal 3: Preparing for in-person instruction in Fall 2021
I have been lucky enough to be able to work and teach from home throughout the pandemic. When we resume classes for fall semester 2021, I will have been out of practice teaching in front of a class for over a year. Of course, conducting instruction via Zoom or Canvas modules is real teaching, but it requires a different approach than in-person instruction. Just as it took time to get used to the feeling of teaching through the barrier of technology, I think it will take another adjustment to adapt back into teaching face to face. My skills are rusty: my ‘teacher voice’ is unexercised and my ability to stand comfortably for 50 minutes in work appropriate shoes is non-existent! At the same time, I’m eager to teach in person again and I believe that students and faculty will share the same sense of delight returning to the classroom.
I’d love to hear from others about what they are planning to work on in 2021. What are your 2021 goals for teaching and learning?