Sean Davis (Joyful Teacher in Residence at MiraCosta College) and I challenge the underlying assumptions and meanings of when teachers say that they treat everyone the same.  We examine the value of treating student-equity groups differently based on their learning needs.  We end with giving straight-forward, practical advise to create a more inclusive classroom.

A massive disconnect between my teaching style and my desired student outcomes was one of the main reasons why I hated grading.  This revelation led me to develop an assessment (media analysis) that reinforced my discussion/reflection classroom-style while encouraging students to explore their social world.  This journey made me realize that empowered teachers create empowered students and this is a major part of the equation to close student equity gaps.

Sean Davis (Joyful Teacher in Residence at MiraCosta College) and I, talk about the philosophical difference in approaching a class believing that we need to cover the content versus taking an uncovering content style.  Uncovering content allows deeper dives into specific concepts, robust classroom discussions and partnering with students to help them learn about what they are interested in within your discipline.  In the end, we talk about how this approach may positively affect student-equity groups.

This episode explores the question, can student-equity gaps be closed?  This question is foundational to student-equity work, but has anyone been able to do it?  I then talk about the student-equity numbers in my class.  My successes and my failures, to lay the foundation of how we must approach this journey.

Sean Davis (Joyful Teacher in Residence at MiraCosta College) and I explore the rationale as to why teachers use multiple-choice questions.  What are they good for? What are they bad for?  We then give alternative ways to use multiple-choice questions and how this may positively effect student-equity groups. 

This podcast will focus on becoming a more culturally-responsive and economically-responsible professor at the community college-level by discussing specific teaching techniques, giving practical classroom management advise and engaging in meaningful dialogues about teaching and learning and how they can be used to positively affect student equity groups.