This page contains infographics – visual documents designed to present concepts quickly. Each infographic focuses on a topic you may consider in your pedagogical approach. The infographics below are organized by topic. Click the links to access each file.
Is there a topic you’d like to learn about not currently included below? Contact Carolyn.Stallard@guttman.cuny.edu with feedback, requests, or questions.
Five ideas to consider when preparing for a new semester.
Navigating the Syllabus: Ideas for syllabus design
Contact Carolyn for further discussion of syllabus design and/or to receive feedback on one of your own.
The Oak and the Reeds: Reflection and adaptability in course design
Aesop’s fable “The Oak and the Reeds” offers a reminder that not everything in our courses needs to be set in stone. At key points – holiday breaks, midterms, finals, etc. – reflect on what is working and what might benefit from having some flexibility. You may always reach out to Instructional Designer Carolyn Stallard (Carolyn.Stallard@guttman.cuny.edu) to discuss specific issues in your teaching.
Metacognition: Critical awareness of learning processes
Research has shown that students who think critically about how they learn tend to perform better than those who do not. How can you encourage students to reflect on learning processes and techniques within your classroom and discipline?
Teaching Modalities: Descriptions and codes for common teaching modes at Guttman
Today’s students learn in many settings, and lingo associated with each can get confusing. This infographic includes a list of codes and descriptions for modalities common at Guttman Community College.
Microlecture Menu: Tips for presenting information quickly
Microlectures are brief, 5-7 min. lectures/presentations. They are a way to present information synchronously or asynchronously in bite-size chunks. Explore the “Microlecture Menu” below to learn more.
The 3 Cs: Prioritizing connection over content
It’s not always about what we teach, but how we teach it. Instructors can get caught in the trap of perfecting lesson content at the expense of creating opportunities for student-centered learning. If we focus too much on the topics we teach, we miss opportunities to foster student connections to the content, its creator, and the course community. “The 3 Cs” provides ideas on how to prioritize connection over content.
Student Engagement: Considering multiple forms of engagement
We often think of student engagement as a visible, physical behavior, but there may be more beneath the surface. This infographic breaks engagement into categories – Emotional/Affective, Cognitive, and Behavioral – and offers ideas for encouraging all three in your pedagogy.
Discussion Forums: The how and why of class discussions
Discussion spaces serve many purposes. What are the goals of discussion in your pedagogy? How can you encourage meaningful student interactions and engagement, even in asynchronous settings?