Hyperindividualized Learning: Lisette Blanco-Cerda

In my own classroom, I try to hyperindividualize learning as much as possible. Using the Throwing DICE project, I've encouraged students to truly make what they're learning their own. I've had students create graphic novels, manga, videos, songs, art work, and web and traditional essays as their DICE projects. Along with the final product, they've had to engage in rigorous research, from writing a literature review to presenting their works in progress, and they've reflected on their DICE process. It's amazing what they've learned, not only about the subject they've chosen to explore but also about themselves. The DICE project, a 4-6 week long, multi-tiered and stackable (buzz word alert) series of assignments, is a great tool for such hyperindividualization. Furthermore, because each student is also required to produce her/his own grading rubric, each student actively applies various abstract concepts (such as logos, pathos, ethos, kairos, and assorted rhetorical strategies) learned through out the semester to her/his own work.

A couple sample DICE projects are linked here: Frida Kahlo research and Family Meals and Identity web essay

I also use music, from hip hop to classical, and I've used songs from my current obsession, Hamilton: The Musical, when talking about--and experiencing--disrupting the literary canon. And as you mentioned I create information-rich videos to further help students understand a topic, idea, or study strategies. Because we live in a visually-rich society, I (and I know Mina does as well) bring in reading visual rhetoric through the use of pop culture tv shows, movie posters, and advertisements. From assigning community engagement activities (ethnographic descriptions, I-Search short papers, and surveys) to technology-driven assignments (such as web essays, video essays, multi-modal videos, and podcasts, to name a few), I work at encouraging students to be critical thinkers and producers of technology and knowledge.