For students and teachers, 2020 presented an academic bowl of lemons. However, as Dallas Koehn has suggested, this provides a unique opportunity for teachers to make "pedagogical lemonade" and seize the opportunity to re-conceptualize the classroom experience. This new academic landscape does require a pedagogical paradigm shift, away from traditional teaching methods to an online, student-centric model that empowers students to take ownership of their learning while challenging teachers to design specifically for these online communities of inquiry. In Part I of this OpenRice series, members of the Rice education community discussed their successes, failures, and how they were adapting to an ever-shifting classroom environment. In Part II, we continue that discussion with a bit more experience under our belt. We will explore practical applications of these methods and hear from several students as they analyze their new roles, reflect on the past several months, and provide an end-user perception of the academic environments they experience each class period.
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About the Presenter
Barrett Doke has taught middle and high school social studies in Houston ISD and currently teaches 8th grade history at T.H. Rogers School. He also supports pre-service teachers at Rice as an education technology specialist.
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