Developing Supportive Curriculum

Faculty can support students in the deepest ways when an understanding of emotions and well-being is proactively built into course design and evaluation. In this section, faculty describe some of the ways they impact student well-being through class activities, classroom arrangement, evaluation methods, and more.

Pooja Kapoor & Hanadi El Hajj: UDL Strategies – Engaging Students through Alternatives to Lab Work

Pooja Kapoor & Hanadi El Hajj tell us about how they re-designed a traditional science lab experiment assignment to make it more engaging, participatory, and accessible to students who weren’t able to make it to class on the day of the assignment. We also hear from their student Patricia, who shares a bit about how she experienced this Universal Design for Learning-informed assignment.

If you have any questions about what Pooja & Hanadi shared in this video, feel free to contact them at pkapoor@georgebrown.ca and helhajj@georgebrown.ca.

Learn more about Universal Design for Learning (UDL)

Danny Smith: UDL Strategies – Empowering Student Voices Using “Flipgrid”

Danny Smith tells us about his experiences using Flipgrid, a video-based discussion platform. In particular, he describes the ways in which Flipgrid provided students with multiple means of expression in the classroom, which is one of the core principles of Universal Design for Learning. We also hear from his student Michelle, who tells us about her experience of using Flipgrid.

For more about Flipgrid, visit their website.

If you have any questions about what Danny shared in this video, feel free to contact him at dsmith79@georgebrown.ca.

Learn more about Universal Design for Learning (UDL)

Neil van der King: UDL Strategies – Building Community in the Classroom using “Nearpod”

Neil van der King tells us about his experiences using Nearpod, a tool for making lessons more interactive through technology. In particular, he describes the ways in which Nearpod allows him to get to know students’ needs and perspectives better, helps to bring a sense of community and humour into the classroom, and enables him to practice UDL principles by opening up alternative means of expression for students who might otherwise feel too shy to speak in class.

For more about Nearpod, visit their website.

If you have any questions about what Neil shared in this video, feel free to contact him at neil.vanderking@georgebrown.ca.

Learn more about Universal Design for Learning (UDL)

Danny Smith: UDL Strategies – Giving Students Choices Through Multiple Testing Options

Danny Smith explains why choice matters to students and demonstrates this piece of Universal Design for Learning philosophy by describing his experiences offering multiple modes of test taking in his classroom. His student Michelle shares what it was like to be presented with a choice in how she wrote her test in Danny’s class.

If you have any questions about what Danny shared in this video, feel free to contact him at dsmith79@georgebrown.ca.

Learn more about Universal Design for Learning (UDL)

Jo Petite: Setting Group Norms by 'Deconstructing' the GBC Equity Statement

Jo Petite walks us through an activity she facilitates to build supportive group guidelines by 'deconstructing' the GBC equity statement. Download a copy of the plain-language definitions described in the video here: Equity Statement Values – Clear Language PDF icon

If you have any questions about what Jo shared in this video, feel free to contact her at jpetite@georgebrown.ca.

Patricia C. Robinson – Using Screencast Software to Give Supportive Feedback

In this extended instructional video, Patricia C. Robinson shows us how to use a free program called Screencast-O-Matic to build connections with students and give feedback in a friendlier, more constructive way. To get a free Screencast-O-Matic account, visit: https://screencast-o-matic.com/ Open New Browser Window

If you have any questions about what Patricia shared in this video, feel free to contact her at pcrobins@georgebrown.ca.

Neil Price: Getting to Know Students in the First Class

Neil Price breaks down one of his favourite first-class activities, designed to help students share who they are and what they need from a learning environment.

If you have any questions about what Neil shared in this video, feel free to contact him at nprice@georgebrown.ca.

Jen Porter: Less About Structure, More About Learning

Jen Porter describes how shifting from a focus on 'structure' to a focus on 'learning' in her teaching goals helped her create a more relaxed and engaging learning environment for her students.

If you have any questions about what Jen shared in this video, feel free to contact her at jenporter@georgebrown.ca.

Frank Menezes: Student-Driven Courses

Frank Menezes recounts some lessons that he has learned from students about giving up control and letting students shape his teaching methods.

If you have any questions about what Frank shared in this video, feel free to contact her at fmenezes@georgebrown.ca.