HomePublicationsTILTed Pedagogy Section 4: Identities Affect Both Teaching & Learning Book MenuTILTed Pedagogy SectionsSection 1Section 2Section 3Section 4ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16Book Resources Section 4 of this text explores how the content of several different TILTed pedagogy chapters align with Grand Challenge #4, which specifically focuses on how identities affect both teaching and learning in postsecondary education. These chapters demonstrate a commitment to inclusivity and recognizing the impact of identity on the learning process, aligning with the Grand Challenge’s emphasis on understanding how individual identities shape educational experiences. In This SectionChapter 13: Explaining Complex Concepts Through Visual MetaphorsBethany LisiChapter 14: TILTed Lesson Plan Adaptation Project: Supporting Teacher Candidates to Create a Systematic Classroom Environment for K–6 Students with DisabilitiesJeong il ChoChapter 15: Taking a TILTed Perspective Using Case-Based Learning in Speech-Language PathologyJennifer C. FribergChapter 16: Critical Autobiography for a Digital World Sergey Rybas and Natalia Rybas Discussion Questions How do the chapters in this section collectively interpret the SoTL Grand Challenge they address, and what patterns or tensions emerge across them? How does this section expand your understanding of the Grand Challenge it focuses on (e.g., critical thinking, engagement, learning processes, identity)? What theoretical frameworks recur across the section, and how do they deepen or complicate the teaching practices described? What opportunities for cross‑disciplinary transfer do you see in the assignments described in this section? How does this section challenge your assumptions about what effective teaching looks like in the context of its Grand Challenge? If you were to design an assignment aligned with this section’s theme, what elements from the chapters would you borrow, and why? What questions does this section leave you with about teaching, learning, or transparency, and how might those questions shape your future practice? Share:
