Monday, March 29
3:00 PM-5:00 PM
Room 1

Teacher Inquiry into Student Learning: Empathy Building and Student Camera Use

Workshop (Live Presentation) ID: 58577
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    Tabia Lee
    College of San Mateo

Abstract: During this interactive two-hour workshop session, participants will learn how to use the Teacher Inquiry into Student Learning (TISL) Heart Method to address a wicked problem in distance learning: student camera use during synchronous meetings. The TISL Heart Method can be applied to diverse and multiple wicked problems that educators may encounter while teaching in a pandemic. Empathy-building is one of the first steps educators must make when seeking to embody and enact more humanistic, equitable, and socially just pedagogies.


Workshop Goals: Share stories and experiences about the use of videoconferencing for class meetings; Consider diverse perspectives about the use of cameras in synchronous class meetings; Be ready to apply the Teacher Inquiry into Student Learning (TISL) Heart Model to develop a research question about student cameras in your digital classroom. Workshop Objectives: Use perspective-taking to unpack diverse views about the use of student cameras in educational videoconferencing; Cultivate greater understanding and compassion for our students and ourselves around student camera use during pandemic synchronous learning; Commit to a teacher move about student camera use that you are willing to explore or enact within the next 2 weeks.

Topical Outline

A. Welcome B. Goals & Objectives C. Opening Circle D. Collaboration Expectations E. Collaborations and Debrief F. Unpacking the Pedagogy G. Closing Circle H. Wrap Up and Next Steps


Prerequisites include: an intention and concern toward teaching with greater empathy and inclusion in the distance learning modality.

Experience Level



Dr. Lee serves as Faculty Instructional Designer at the College of San Mateo and an independent educational technology consultant. She has contributed to the design, implementation, and evaluation of numerous educational and professional development programs. Her commitment to teacher education, social justice and pedagogical design is grounded in a decade of experience as a National Board Certified English, Civics, and Social Studies teacher in urban American public middle schools. Dr. Lee prepares K-12 and higher education faculty to work with culturally and linguistically diverse students by illuminating pedagogical and ideological intersectionality and focusing on critical literacy and teacher ideology-in-practice.


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