This is my response to the Misunderstood Activity. Before trying to come up with something of my own, I thought I would do some searching to see if someone else had already found an answer. I found something and shared it in my post. This was a great exercise in thinking outside of the subject… Read more »
All Activity Responses
On the first day of the semester, I typically use NearPod’s student response system to deliver and discuss a series of questions to my students. This allows me to learn about them, find out what captures their attention, and identify the subjects that they are most interested in for future class discussions. As you know,… Read more »
What is in it for me? Lots, if you are an apprentice taking my Exam Prep workshop!
First attempt at concept mapping the Exam Prep workshop for Apprentices
Notes on TEDTalk2014 Why good leaders make you feel safe by Simon Sinek
In the study skill/learning strategy area of my practice as a Retention Coordinator, students seem to misunderstand why one would scan their textbook chapter before reading.
The Cornell approach saved the day yesterday. I learned about it through this module and then implemented it in my class. What’s more, it motivated me to write it about it in my blog.
This blog post describes some of the connections made from two liberating structures used in a recent conference session at the Creative Commons Global Summit and teaching strategies already being used in the classroom.
Responses to prompts provided by Peg French to consciously listen and pay attention. What is RASA? What are 5 tools for better listening? Take a look at this blog post to find out more. Warning – this is a pop quiz involved!
This is a nugget from the Open Faculty Patchbook Chapter Twenty-One: Just Listen written by Chuck Pearson. This nugget highlights the importance of learning students’ names and being able to address each individual with their given or chosen names as part of building a personal relationship