As a growing instructor I am challenged by giving and receiving feedback. How do you guide students without demotivating them? How do you move away from students being focussed on marks, and more focussed on learning?
This article was interesting and provided some direction on giving feedback.
Giving and receiving feedback can be very challenging.
I was just participating in a discussion about classroom management, and a classmate posted this resource for establishing Ground rules. I thought it was a good tool to share.
Setting ground rules on the first class, and referring back to them throughout the term has been really helpful.
Thanks to Christine for sharing this!
Gorski, P.C. (n.d.). Guide for setting ground rules. Retrieved from http://www.edchange.org/multicultural/activities/groundrules.html
I find Faculty Focus to be a wonderful resource that always makes me think!
Here’s a link to an article that I found interesting. Thinking about engagement and my perceptions of what students think or need is constantly changing….
This is another link to a special report by Faculty Focus. I was so encouraged and inspired by others experiences.
I came across a study examining the use of podcasts in Nursing Education.
I found this link for some great RSS feeds for educators. Worth reviewing!
We know the internet has changed the world! I am learning how to change my practice in line with what students know. Its a challenge, but worth the effort!
As I think about social media, and the ever increasing presence in the classroom, I think it is safe to say that it is something that is taken for granted by the population of students that sit in my college classroom. The question that I now have to ask myself is, “How do I change the way I teach, listen and learn to adapt to this change in information sharing and connectivity?”.
In this TED Talk: http://www.ted.com/talks/clay_shirky_how_cellphones_twitter_facebook_can_make_history.html, the speaker demonstrates how media that was once professionals broadcasting to amateurs has completely changed. Now we are in an age of full participation. Any person can broadcast or publish their message or point of view. This creates amazing opportunities and change but also presents challenges for the way that I have been teaching.
I need to consider that although I may be the instructor, I may not have the most knowledge or expertise in a given area. The classroom is a collection of individuals that have all had different life experiences and come with their own special skills. Now add to that their ability to find information quickly and pass it on to their cohort, and you have a population that is prepared to question, challenge and examine the information presented. Instead of this being something that concerns me, I think it is an opportunity for greatness. I need to be more accountable for my knowledge and understanding of a subject area, and I need to think like my students. I need to ask myself what connections do I want them to make? What information do I want them to share, pass on, and really think about?
If we now live in a connected world where it is all about global and social media, Clay Shirky states that now information is less about a single message, but more about how to we manage how messages are conveyed and organized into groups.
How am I going to present information to my classes that will add value, inspire more discovery and also meet the learning goals. How do I stay accountable for what I say and what my students pass on in the social media world?
I am currently taking the PIDP 3240 Course on Media Enhanced Learning. Part of this course is learning how to use 21st Century social media tools, and considering their role in the teaching environment.
I recently watched this tutorial on Twitter. I thought it was a useful, quick video that helped me understand how to use Twitter and what a # was. https://m.youtube.com/watch?v=SBDYYGER5iM
For discussion and learning on Lesson Planning, I researched 5 lesson plan components and have examined how each resource will improve my instruction.
Bloom’s Taxonomy – An excellent resource I found to support implementation of Bloom’s taxonomy was the website for Humber Centre for Teaching and Learning. http://humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/course-development-tools/blooms-taxonomy.html. I chose this resource because it provides clear application of the taxonomy, taking into consideration the current needs of learners (ie. Blooms Digital Taxonomy). Moving students from ‘remembering’ to critical thinking and application of knowledge is the goal in all Nursing education. This site will provide me with tools to craft relevant questions and plan appropriate activities for meeting course objectives.
Adult Learning – This faculty focus article is a straightforward and relevant resource for considering the needs of adult learners.http://www.facultyfocus.com/articles/effective-teaching-strategies/three-strategies-creating-meaningful-learning-experiences/. I chose this resource to ensure my lesson planning is learner-centered. Adult learners require content that is relevant and applicable. This article identifies the need for course content to be what students ‘want’ to learn, and provides strategies to achieve this. Tools focusing on relevance and engagement will assist me in planning; improving my ability to instruct what is most meaningful.
Creating a Positive Learning Environment – A resource from the University of Saskatchewan, http://www.usask.ca/gmcte/resources/teaching/environment, gives practical tips on establishing a positive learning environment. This website provides methods for managing classrooms and creating connections with learners. I found the advice from experienced educators meaningful and it gave me insight on how to form relationships with my students. Considering trust and the diversity of learners are important aspects of an effective learning environment. Applying strategies like rapport building during attendance, will strengthen my ability to make the classroom a positive place to learn.
Motivational Techniques – A website with unique ideas for motivating adult learners is, http://theelearningcoach.com/elearning_design/isd/30-ways-to-motivate-adult-learners/. Motivation and sparking learners interest can be a challenge. I chose this resource as the suggestions were creative and useful with a focus on stimulating intrinsic motivation. Concepts such as exploration, challenge, humour and wit all identified with me as a strategies that I could easily implement for my instruction. Understanding the variety of ways to creatively motivate learners will improve my planning and instruction.
Instructional Process/Strategies – An interesting resource with videos highlighting instructional strategies is http://www.pbslearningmedia.org/collection/ketae/. This site is useful for examining different processes such as closing, variety, and ice-breakers. When the educator, Duane Lambert, discusses techniques for closure, I was able to envision implementing his ideas into my classroom practice. Encouraging adult learners to take information discussed and articulate how they would connect it with content previously learned, will cement the content and stress the relevancy of what is being taught.
Building a Positive Learning Environment How do I build a Positive Environment? (n.d.). Retrieved from http://www.usask.ca/gmcte/resources/teaching/environment
Malamed, C. (n.d.). 30 Ways to Motivate Adult Learners [Web log post]. Retrieved from http://theelearningcoach.com/elearning_design/isd/30-ways-to-motivate-adult-learners/
Teaching Strategies: Resources for Adult Educators. (n.d.). Retrieved from http://www.pbslearningmedia.org/collection/ketae/