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Differentiation instructions for students with Learning Disabilities

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Tools for teaching global competencies and language

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Share ideas for incorporating global competencies in ELD instruction.

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How to talk to administrators about supporting global learning and teacher professional development for global learning.

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Strategies for Teaching in Challenging Times 

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In this session, let's share idea for continuing important work despite obstacles.

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​Emotions play a vital role in teaching and learning and it is especially important to be responsive to the vast range of emotions that may surface in the classroom during challenging times. When entering the classroom, instructors and students alike bring with them all of their experiences and challenges. In this way, learning spaces act as microcosms of the larger "outside" world. In times of stress, it can be challenging to navigate these spaces, as an emotionally distressing event beyond the classroom can manifest itself in a classroom in ways that impede mental, emotional, behavioral, and cognitive functioning of students (Cavanaugh, 2016; Cook et al., 2005; Darragh & Petrie, 2019; Eyler, 2018; Sitler, 2009).

Introduction: Adopting pedagogies of care
Perhaps one of the most significant things we can do as teachers is to care for our students as learners. Caring pedagogies do not require us to lower standards or to cross boundaries. They simply require that we be present for our students as fellow human beings and that we invest ourselves in helping them to succeed. (Eyler, 2018: 148)
Instructors can build a pedagogy of care with social and emotional presence by showing that they are human and recognizing that their students are people outside of the classroom (Eyler and Cavanaugh, 2020). Some instructors feel comfortable sharing their thoughts and feelings about recent events and their own challenges with their students. A little bit of vulnerability can help students feel connected and comfortable asking for help (Mays, 2021). Additionally, sharing campus resources that are available to help students through challenging times, lets students know that we see them as whole beings.

The following sections highlight some of the elements and approaches to enacting a pedagogy of care.

Take Care of Yourself

Pedagogies of care emphasize instructors' social and emotional presence in the classroom, helping students see that they are recognized as whole beings. However, before instructors can show up in this way for their students, it is important that they show up for themselves. Thus, this resource starts with taking care of yourself, which is a process that can look very different for many people.

The workload both in and out of the classroom can be overwhelming; teaching in times of collective trauma can make that work feel more challenging and more exhausting. Recognize that you are best able to support your students when you practice self-care. Proactively create a self-care plan and identify campus resources and networks to help you navigate challenges, while maintaining your personal and professional responsibilities. Columbia resources to explore include:

Columbia Resources for Faculty, Staff, and Researchers, Office of University LifeResources for faculty as well as where faculty can refer students to for support. Columbia University has trained counselors for students through Columbia Health.

Employee Assistance Program (EAP), Human ResourcesFeatured resources include TalkSpace, Life Coach, as well as other Emotional Well-being resources. Part of

Well-Being Services, Human ResourcesProvides a portal to mental health, sleep resources, EAP,virtual visits, wellness coaching and resources, ergonomic program, health advocate, physical fitness, preventive care women's health, work/life programs, emergency travel assistance, and a calendar of events.

Office of the Vice Provost for Faculty Advancement, Office of the ProvostResources include The Faculty Lounge (faculty-only Slack workspace) and the Well-Being resources from the Office of Work/Life.

Teaching is hard; you don't have to go it alone! We offer individual consultations and live events that foster community among instructors (e.g., join us for a workshop series on anti-racist pedagogy; see the Center for Teaching and Learning, Office of the Provost CTL events calendar for dates and registration).

Ensure your course designs and policies do not add stress

Transparency about your course goals, assessments, and policies help manage student expectations. It is possible to build-in both rigor and flexibility into courses. Consider how course designs or course policies might need to be adjusted so that they do not add undue stress to you and your students.

Re-examine your course and your expectations for the semester:

What are the learning objectives for your course? Do those learning objectives need to be readjusted and narrowed down to the most essential that you would like your students to focus on?

Can some of the assignments be replaced with more flexible options? For example, could you administer more frequent lower-stakes quizzes rather than one or two high-stakes exams? Could you allow students to produce their final projects in a multimedia form (video, podcast, oral presentation, etc.) rather than just an extensive final paper?

Just as it is important to ensure that course design and policies don't add undue stress, it is equally important for instructors to set clear boundaries for expectations. Be explicit about what students should expect from you around communication, email response times, assignment feedback, etc.; be sure that students know your preferred methods of contact. Being explicit benefits both students and instructors; students will appreciate knowing how they should communicate and when they can expect responses and feedback, while for instructors, "an intentional approach to boundaries can help us balance care for students, a commitment to the standards of our disciplines, and self-care." (Schwartz, 2020).

Acknowledge what is going on

"Too often it can be easy to slip into the trap of seeing our classrooms as separate from the world, an intellectual oasis from the life beyond its walls. Nothing could be further from the truth. Students do not drop their worries, stressors, and needs at the door when they come to learn from us. Having a sense, then, of the psychological and social dimensions that affect learning can be a powerful tool for teachers." (Eyler, 2018: 187)

Whether events are taking place on campus, within the local community, nationally, or internationally, students appreciate instructors that acknowledge what is going on in the world beyond the classroom, that these events may elicit a variety of emotions, and that students may be experiencing challenges. Recognize that students may have a hard time concentrating on learning, completing activities, meeting assignment deadlines, or remaining motivated to engage in class or study outside of class.

Foster a class environment of trust, connection, and communication

The COVID-19 pandemic and events of racial injustice remind us of the importance of accessibility in teaching and learning , inclusive teaching , and anti-racist pedagogical practices . Student learning benefits from a classroom environment that prioritizes rapport, trust, and connection among students, and between students and the instructor. Additionally, trauma-informed teaching practices (see Baez & Marquart, 2020; Carello, 2020a and 2020b) can help inform decisions about our learning environments to ensure students feel respected, supported, and empowered.

Students appreciate knowing that they can communicate with you if they have a concern about their learning in the course or their ability to complete tasks. Let students know how best to communicate with you and connect with you during or outside of class time and office hours. If a student does not come to you and you are concerned about the student's well-being, you can reach out to your dean or counselor for advice.

You may also consider holding space and time to respond to the current moment, providing students opportunities to discuss issues with their peers as they relate to the course and student lives (e.g., talking about race in the classroom - see Sue 2015 for strategies for facilitating such dialogues). Creating space for dialogue in class, no matter how brief, can help students process and feel a little less alone.

Hit pause for reflection and wellness practices

Create opportunities for students to refocus and reflect upon and/or process the moment, or to stop and think about themselves as learners. This can be done by embedding contemplative pedagogical practices (e.g., a mindful pause for silence and focused breathing) or through individual reflective writing and/or dialogue. See the CTL's resources on Contemplative Pedagogy and Metacognition to learn more and to adapt practices that work for your course context and teaching style.

Embedding wellness practices into a course can help students (see the ACUE and Active Minds 2020 report for recommended practices). In her presentation for the 2021 Celebration of Teaching and Learning Symposium , Professor Denise Cruz describes how she practiced self care for and with her students. She emphasizes not just the importance of self-care for herself, but also the benefits of modeling such practices for her students.

Empower students to seek help

Equip students with the skills and resources they need to build resiliency and foster community beyond the classroom. Include campus wellness resources on your syllabi, add links to these resources in your CourseWorks site, mention them in class, and remind students of the Columbia University resources available. A few resources to share:

Well-Being at Columbia, Office of University LifeOverview of campus resources, programs, and practical strategies for well-being for Columbia students.

Live Well | Learn Well, Undergraduate Well-Being at ColumbiaComprehensive list of resources for students to maintain their well-being at Columbia. These range from Academic Advising to Inclusion and Belonging.

References

Carello, J. (2020b). Examples of Trauma-Informed Teaching and Learning in College Classrooms . https://traumainformedteaching.blog/resources/

Cavanagh, S. R. (2016). The spark of learning: Energizing the college classroom with the science of emotion . West Virginia University Press.

Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M., et al. (2005). Complex trauma in children and adolescents. Psychiatric Annals , 35 (5), 390-398.

Darragh, J. J., & Petrie, G. M. (2019). I feel like I'm teaching in a landmine": Teaching in the context of political trauma. Teaching and Teacher Education , 80 (1), 180-189.

Eyler, J. R. (2018). How Humans Learn: The Science and Stories Behind Effective College Teaching . West Virginia University Press.

Eyler, J. and Cavanaugh, S. R. (2020) Building a Pedagogy of Care with Social and Emotional Presence (YouTube video) and resource & discussion guide (PDF). In Pedagogies of Care: Open Resources for Student-Centered & Adaptive Strategies in the New Higher-Ed Landscape .

Mays, I. (2021). Pedagogy of Healing: Bearing Witness to Trauma and Resilience . Inside Higher Education. July 8, 2021.

Mays, I. (2020). Leveraging the Neuroscience of Now . Inside Higher Education. June 3, 2020.

Schwartz, H. L. (2020). Role Clarity: How Faculty Can Map Their Own Boundaries . Thriving in Academe. NEA.

Sitler, H. C. (2009). Teaching with awareness: The hidden effects of trauma on learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas , 82 (3), 119-124.

Sue, D. W. (2015). Helping People Talk About Race: Facilitation Skills for Educators and Trainers in Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race .

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Teaching in Times of Stress and Challenge

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Emotions play a vital role in teaching and learning and it is especially important to be responsive to the vast range of emotions that may surface in the classroom during challenging times. This resource offers strategies for teaching during times of stress and highlights campus supports available to help you and your students navigate challenges.

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Alumni can share what SDGs they focused on for their capstone projects and how they shared it with their students/colleaugues.

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SUSTAINABLE DEVELOPMENT GOALS 📑🌍 What are SDGs? 👧👦

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Ideas for combatting lies and false narratives about the past and present in civics and history classes that promote discussion, respect, and empathy.

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How to Teach & Advocate for Global Learning

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How do we effectively teach global learning & advocate for global learning in the current climate? How to combat the fear/intimidation?

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Project Based Learning ideas for Sustainability Education

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Participants will share PBL ideas they have implemented or desired to do whether local or global.

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DEI and Justice: Supporting, Protecting, and Elevating Students and Educators

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Strategies for boosting DEI and justice in a hostile climate.

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Civic SEL: Empowering Students as Change Agents

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 Link SEL skills (like self-awareness and responsible decision-making) to civic education—voting, advocacy, community service.

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Grants available for teacher professional development and classroom enhancements

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Grants for Educators - The NEA Foundation

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The NEA Foundation supports public schools through grants for educators and a unique year-long global fellowship.

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Discuss lesson and activity ideas for introducing SDGs to students across grade levels and content areas.

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SEL as a Foundation for Equity and Belonging

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Explore how SEL—especially self-awareness, empathy, and relationship skills—can support inclusive, equitable classroom cultu

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Using AI to Design Project-Based Learning Experiences

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Let's chat about using AI tools to design quality project-based learning experienes for students. AI tools can help you streamline the process and save time. 

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PBL leads to deeper understanding and greater retention of content knowledge

PBLWorks offers online and in-person Project Based Learning workshops and courses for educators seeking to give their students more. Whether you are new to Project Based Learning, advancing your practice, teaching in-person, or facilitating PBL curricula online, we have a path just for you. Pick your pathway and explore how to get started today...

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Project Based Learning for all. We build the capacity of teachers and school leaders to design and facilitate quality Project Based Learning.

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A discussion on how districts decide which curriculums to use.

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Mindful DEIJ: Slowing Down to Do the Deep Work

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Explore how mindfulness can be a tool to support self-awareness and self-regulation in DEIJ conversations.

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How to authentically and respectfully include global art and performance in the classroom.

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Fostering Global Competence in PreK-2 Classrooms

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How can we design global experiences for our youngest students? Let's share ideas and resources. 

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This project brings together a group of early childhood teachers in the US and Japan to conduct joint classroom explorations to nurture global competence among children ages 3-5. We seek to understand the teaching and learning demands associated with setting the foundations for global competence development among this age group including children's representations of the world, their capacity for perspective taking, communication through multiple symbol systems, and altruism.

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Nurturing Global Competence in the Early Years

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This project brings together a group of early childhood teachers in the US and Japan to conduct joint classroom explorations to nurture global competence among children ages 3-5. We seek to understand the teaching and learning demands associated with setting the foundations for global competence development among this age group including children's representations of the world, their capacity for perspective taking, communication through multiple symbol systems, and altruism.

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Project Based Learning  with a Global Focus  in the WL Classroom

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Discussion and ideas of how to incorporate  and design lessons that can make language learning more relevant.

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Incorporating Non-Western European Languages Into World Language Departments and Classrooms

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Participants share what they have done or want to do to incorporate Non-Western European languages into their course offerings.

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What tools are out there that will help connect classrooms to the world? Let's talk about the latest tools that allow students to collaborate online. 

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7 Edtech tools to connect students to a global community - MindShift

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Educational technology can connect students around the world while building literacy and digital citizenship skills. Teachers Karalee Wong Nakatsuka and Laurel Aguilar-Kirchhoff recommend 7 tools in their book "Bring History and Civics to Life," published by ISTE.

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A discussion around the importance and utility in future career prospects. How can we address lagging math skills in K-12 education.

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Windows & Mirrors: Creating Mindful Virtual Exchanges for Global Connection"

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 Share ideas about to design mindful virtual exchanges that foster empathy, global awareness, and student connection. Leave with ready-to-use prompts and tools to help students see the world—and themselves—with fresh perspective.

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Virtual exchanges - organizations, resources, advice!

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Which organizations can help set these up? What resources exist to support & help make my virtual exchange as successful as possible? For those who have done virtual exchanges, what advice can they offer?

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Incorporating Climate Change Education into Science Curriculum

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In this session, participants will share ideas for integrating climate change education information into K13 science curriculum. 

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Education is crucial to promote climate action

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Hopes, Dreams, and Fears in the emerging world of AI.

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This session will show educators how to incorporate music and art from various cultures into the classroom setting. Educators will also discuss the pros and cons of co- teaching with educators from a different country.

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New AI Tools for Differentiated Instruction

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New tools have made it easier for teachers to differentiate lessons.  What are your favorite AI tools? What are the concerns?