This session challenges us to rethink our approaches to the classroom, looking critically at everything from the syllabus to assignments, assessments, discussions, and even furniture placement. We’ll engage questions of motivation and authority in ways that prioritize people over programs.

1. GETTING CRITICAL
Chris Friend
Director, Hybrid Pedagogy
Asst Prof of English, Saint Leo U
@chris_friend | chris@hybridpedagogy.org

2. POPULAR NARRATIVE Education as scientific, objective, quantifiable, apolitical
“5 inches” by frankieleon cb

3. OBSTRUCTING LEARNING?
SHAPING PEDAGOGY?
instruction
classroom management
training
outcomes-driven
standards-based
content delivery

4. PRAXIS
PEDAGOGY IS THE PLACE WHERE PHILOSOPHY AND PRACTICE MEET.
“All That We Fought For.” by Stelios Nikolaou cbn

5. FOCUS
Assessment
Learning Management
Content
Outcomes
Discovery
Engagement
Community
Epiphanies
“Birds” by Ed Suominen cbn

6. Pedagogy has a history and a literature. It is an integration where “student and teacher,
author and editor, reader and scholar learn from each other.”
—Cheryl E. Ball,“Editorial Pedagogy, Pt. 1:A Professional Philosophy”
“History” by Takadanobaba Kurazawa cbnd

7. “THERE IS NO SUCH THING AS A
NEUTRAL EDUCATIONAL PROCESS.”
—PAULO FREIRE, PEDAGOGY OF OPPRESSED
“Valle de Baztan - La oveja negra. The black sheep” by perlaroques cbnd

8. “Knowledge emerges only through invention and re-
invention, through the restless, impatient, continuing,
hopeful inquiry human beings pursue in the world,
with the world, and with each other.”
—Paulo Freire, Pedagogy of Oppressed
“Fractured Paint” by Theen Moy cbna

9. OPERATIONAL REGISTERS OF “CRITICAL”
Mission-Critical; Essential
Literary Criticism and Critique, Providing Definitions and Interpretation
A Reflective and Nuanced Approach
Criticizing Institutional or Corporate Impediments to Learning
Foundation of Critical Pedagogy, as a Disciplinary Approach
(which actively interacts with each of the other registers)
“pieces” by Fio cbn

10. Freire’s banking model of education “becomes an act of depositing, in which the
students are the depositories and the teacher is the depositor.”
“breadwinner” by Fio cbn

11. “The best use of [online classes] may not be to deliver
uniform content massively but to create communities and
networks of passionate learners galvanized around a
particular topic of shared interest.”
—Cathy N. Davidson,“10Things I’ve Learned (So Far) From Making a Meta-MOOC”
“And We'll All Float on OK, Coachella 2013 -- Indio, CA” by Thomas Hawk cbn

12. “Human” by Hannah Law cbn
Freire advocates for
“problem-posing
education”: a space
for asking questions—
a space of cognition,
not information.
Vertical or hierarchical
relationships give way
to more playful,
organic, humane ones.

13. Teaching is deeply personal and political work, through
which pedagogues cannot and do not remain objective.
Rather, pedagogy, and particularly Critical Pedagogy, is
work to which we must bring our full selves, and work
to which every learner must come with full agency.
—Jesse Stommel
“Sheep” by Luc De Leeuw cbna

14. We need to handle our technologies roughly — to think critically
about our tools, how we use them, and who has access to them.
“Elsinore” by Emiliano cb

15. “Unless the mass of workers are to be blind cogs and pinions
in the apparatus they employ, they must have some
understanding of the physical and social facts behind and ahead
of the material and appliances with which they are dealing.”
—John Dewey, Schools of To-Morrow
“The Calm After the Show” by Thomas Hawk cbn

16. OUR TOOLS
Can the necessary reflective dialogue flourish within web-
based tools, within social media platforms, within learning
management systems, within MOOCs?
“circuit” by Fio cb

17. CRITICALLY EVALUATING DIGITAL TOOLS
What are their politics of the company & its CEO?
What functions does the tool reportedly perform?
What does it actually do?
What personal data is required to use the tool (login, email
address, birthdate, etc.), where is it housed, and who owns it?
How does the tool constrain or reinforce our pedagogies?

18. ASSESSMENT
Ponds on the Ocean; NASA Goddard Space Flight Center, cb

19. When did you know…
that you learned how to drive?
that you are a good driver?
that everyone else isn’t?

20. GRADING | ASSESSMENT | FEEDBACK

21. “wheel grip”; Nate Steiner, co

23. Still from “Lifted” © Pixar

24. Assessment must be a conversation, a
narrative that enhances students’
understanding of what they know, what
they can do, and what needs further work.”
STARR SACKSTEIN, HACKING ASSESSMENT
“

25. STANDARDS | OUTCOMES | GOALS

26. PERSPECTIVE
Kings Cross Subway Tunnel “Pipette“; User:Colin, cba

27. Anyone who has been in a classroom the day
before an assignment is due understands how
poorly assignment sheets tend to work.
“Durchlaucht”; Kai C. Schwarzer, cbnd

28. ISOLATED WORK
Untitled; Minette Layne, cbn

29. car wash; Dean Hochman, cb

30. I can’t think of a more
meaningless, superficial, cynical
way to evaluate learning.”
— Cathy N. Davidson,“How to Crowdsource Grading”
“

31. POSITIONS
“Attention!”; clement127, cbnd

32. WHO LEADS THE LEARNING?
“TAKING THE LEAD”; Dennis Freeland, cbnd

33. Determining in
advance where
learning should go
restrains students &
stifles discovery.
“Dogs in Virginia State Parks”; Virginia State Parks, cb

34. COLLABORATION ENHANCES THE CREATIVE PROCESS
“Miners”; Steve Jurvetson, cb

35. Hey - look what I won!; John Haslam, cb
“Best assessment
practice enables
students to
demonstrate what
they do well.”
— CCCC
Committee on
Assessment

36. Students learn how to be responsible
judges of quality and … learn to be
responsive to feedback as well. I can’t
imagine better skills to learn within
the safe confines of a class.”
— Cathy N. Davidson,“How to Crowdsource Grading”
“

37. }
A
C
B
A
B
A
C
D
?

38. }
!/"+💬
!/"+💬
!/"+💬
!/"+💬
!/"+💬
!/"+💬
!/"+💬
!/"+💬
+ 💬 $
ED WHITE:
“HOLISTICISM” IN CCC 35(4), 400–09
“THE SCORING OF WRITING
PORTFOLIOS: PHASE 2” IN CCC 56(4),
581–600

39. POLITICAL CONTEXT

40. GIVE FEEDBACK. ASSESS. ASSIGN A GRADE.

41. GIVE FEEDBACK. ASSESS. ASSIGN A GRADE.

42. GIVE FEEDBACK. ASSESS. ASSIGN A GRADE.