HGSE

Incorporating social support and love into the classroom


Gretchen Brion-MeiselsGretchen Brion-Meisels, Lecturer on Education, focuses on ensuring that holistic support is apparent and felt deeply in her classroom. From listing mental health resources on all her syllabi to convening opening circles to build relationships at the start of class, Brion-Meisels incorporates ways of “checking in.” In her course Establishing Loving Spaces for Learning, students are asked to keep reflective journals and share them with a peer to engage in a conversation around their experiences. “Fundamentally, my biggest goal is to normalize the idea that everyone needs support. We’re all works-in-progress, learning and growing,... Read more about Incorporating social support and love into the classroom

Engaging real-world stakeholders to provide feedback to students


Jal Mehta, HGSEJal David Mehta, Associate Professor of Education, directs students to use design thinking and interact with real-world stakeholders when making proposals to improve educational systems in his course Deeper Learning for All: Designing a 21st-Century School System. At the end of the semester, students present final projects to panels of educational experts ranging from superintendents to K-12 teachers to Harvard Graduate School of Education faculty. 

The benefits: This combination of approaches “really focuses people’s attention,” says Mehta.... Read more about Engaging real-world stakeholders to provide feedback to students

Lending structure to collaborative work


Kathy Boudett, Into PracticeKathryn Parker Boudett, Lecturer on Education, carefully structures the way students learn to collaborate with one another in her course, Data Wise: Using Data to Improve Teaching and Learning. For example, she models collaborative learning through an open discussion of student feedback, or “pluses and deltas,” collected in the previous session with the whole class. She also makes sure students receive plenty of experience putting into practice the ideas from one of the core texts for the course, Meeting Wise: Making the Most of Collaborative Time for Educators. She does this by teaching them to use “rolling agendas” (which can be used by student groups working in any discipline) via Google Docs. The template makes it easy for students ... Read more about Lending structure to collaborative work

Difficult topics: Seeking and considering alternative viewpoints in the classroom


Meira LevinsonMeira Levinson, Professor of Education, develops case studies about difficult questions in educational ethics—for example, grade inflation, charter schools, and policies that disproportionately impact low-income students of color—for A203 Educational Justice students to debate and discuss the ethical dimensions of educational practice and policy.  

The benefits: In addition to in-depth content analysis, case discussions illuminate different views among students who may have expected they were in like-minded company.... Read more about Difficult topics: Seeking and considering alternative viewpoints in the classroom

Teacher/learner dependency: A classroom culture of reciprocity

Kay Merseth

Katherine K.  Merseth, Senior Lecturer on Education, creates a culture of reciprocity in her classroom where students and instructors are expected to both teach and learn. “The two words are often interchanged because they are inextricably linked – learners need teachers, and teachers need learners.” She establishes this in part by requiring attendance and learning students’ names.

The benefits: Though seemingly contradictory, shared teaching and learning responsibility enhances instructor influence. In General Education course “Dilemmas of Equity and Excellence in American K-12 Education” (see video trailer), Merseth encourages students to lead the discussion, promoting new perspective and understanding. “When I teach, I get back more than I put out because I acknowledge this relationship between teachers and learners. I teach, basically, because I love to learn.”... Read more about Teacher/learner dependency: A classroom culture of reciprocity

Communicating course culture: Beyond the syllabus

Karen Brennan

Karen Brennan, Assistant Professor at the Harvard Graduate School of Education, designs her syllabus for T550: Designing for Learning by Creating to not only communicate the plan for the course, but to introduce students to the course culture.

The benefits: Her use of quotations, images, and color appeals to the various ways that we engage with text, and gives students (many of them future instructors themselves) a glimpse of their upcoming course experience. Drawing on other forms of expression expands the possibilities for communicating the aspirations and intentions for the course.... Read more about Communicating course culture: Beyond the syllabus