Classroom Management discussion b/w Jerrylynn, Amanda and Sajjad: Here are the questions we are to discuss. I believe we each have to discuss one scenario.
Abusive student attitudes and behaviours
Achieving diversity and cooperation
Managing interruptions
Social and emotional factors
Gender and race issues
- to what extent do you believe that the gender of the teacher or the student influences the selection of classroom rules
Discuss the above points - in groups of 3 - share your experiences and how you have found solutions to various situations - what are these solutions. Google Hangout, FaceTime and Skype are excellent tools for this discussion. Document your discussion on your wiki page entitled Classroom Management. Each student is to list one situation on your own wiki page with solutions to the "problem". If you don't have a solution, ask your group for suggested actions.
Jerrylynn: I had a situation where a student was verbally abusive to me and disruptive to the class. I had to stop the class (gave everyone a break - I think what I said at the time was take 10 min to cool off). I had to speak with the student in private and spoke to him about how disrespectful his actions were to me and his fellow students. I also told him if he is ready he can join the class. If not, he can leave. I said I’d give him another chance, but that he needs to change his attitude because he can’t expect second chances from other instructors. I think my mistake was that I should have reported him to the college as it really bothered (and still does).
Amanda: I have chosen to discuss point 5: Gender and race issues. “To what extent do you believe that the gender of the teacher or the student influences the selection of classroom rules?” I believe the gender influences the classroom rules. For example, I teach technical communication into a variety of trades programs (ex. plumbers, sheet metal apprentices, welders, electricians, etc.). I am a short, white woman of fairly small build. I go into some of those classes and am [a] the only woman in the room, [b] the smallest person there, and [c] teaching a subject the students are usually not thrilled about. I learned early on in my teaching at RRC that I need to claim the space at the front of the classroom as the authority figure, because if I don’t, the students will take that proverbial mile when I give them an inch. One of the ways I do this is to go through a ‘first day in class’ routine that includes the two options for students to pursue in the course (one is to fail, the second is to succeed -- and what they need to do to achieve one or the other) and the rules of engagement of the classroom (¡Be respectful of everyone in the classroom. ¡Turn off your phone, iPod, etc.¡Do not text or surf the Internet during class. ¡Complete all assignments. ¡Pay attention in class. ¡Do the work in class. Help each other out; that’s good. ¡Copying from each other; that’s bad.) Now, just showing these and having the class agree on them does not, of course, mean that everyone abides by them, but it does mean that we all have a common understanding (at least in theory) of acceptable behaviour and attitude in the classroom. If I didn’t lay out these rules of engagement, I do not believe that the class, generally, would accept my authority as the instructor: I am often the only female instructor they have in their program, and I am usually not well versed in their trade. These are two strikes against me, as far as many of the students are concerned. I, therefore, try to mitigate these strikes by opening the first class with a position of authority and clarity. I assume that their home-room instructors in their core program do not have to go out of their way to earn basic respect. I could be wrong, of course. Regardless, I find that my approach helps me to set up a dynamic in the classroom that signals I am an instructor to respect and give attention to, regardless of how they feel about the the subject of my teaching.
Jerrylynn: Amanda, I have the same problem with being small. My supervisor gave me a similar message of taking control right from the start and trying to find ways of making my presence known - speak louder with a stronger tone, look at the class, she even suggested having a more authoritative look.
Amanda here, Jerrylynn: Isn’t that interesting! I think it’s good advice for anyone, really, but especially for women and for women who are physically smaller. We really need to ‘take up the space’ at the front of the classroom, and that can be done, in part, with a strong presence and personality and also a lower voice. I prefer to manage my classroom with these kind of tricks rather than with strong-arm discipline. Some of my colleagues ‘throw students out’ for behaviour they deem unacceptable. This can sometimes mean calling Security to physically get the student out of the room. I don’t like that tactic, because I think it runs the risk of making the instructor look weak - incapable of managing the room him/herself and needing an outsider to ‘enforce the law’.
Sajjad:
Most of the time I came across situations where students not only uses phone for texting but also start sharing info from their phone with neighbouring student. In this situation what I do is to ask the student, who is playing with cell phone, to share all info with all of the students so we all learn what you are learning. Sometime I use strategy making disruptive student leader for a given project so he/she take responsibility of a group rather creating disturbance, and this strategy works good too. Personally, from my experience, repeated questioning to get attention or pointing out a disruptive student frequently is not good.
Jerrylynn: I like your strategy of making the disruptive student a leader in class to focus his/her energy on a project.
Amanda here, Sajjad: That is a good tactic. I saw a similar idea on Facebook the other day. It goes like this:
Any group of people getting together agree to put all their phones facedown in a pile on the table.
The specific example was a group of friends going out for dinner. The first person who checks their phone has to pick up the bill for the group’s dinner.
This could possibly work quite well in the classroom:
Every student puts their phone upside down on their desk. First one to check their phone has to buy donuts for the class, or maybe contribute a twoonie to the class donut fund.
What I like about this idea is that it doesn’t require that the students physically give up their phone. But it acknowledges that students have phones and it teaches that phones can be present without being checked every two seconds. And it penalizes the first ‘loser’ with an affordable fine from which the whole class benefits at some point.
Jerrylynn: I just wanted to share with the two of you a scenario that I don’t have a solution for. This would fall under social and emotional factors that impact the classroom. I have a number of students that hold a full time job or two part-time jobs while in the nursing program. The program that the Assiniboine Community College is a full-time program. They work to put themselves through school, but they struggle through the process. They tend to ask for extensions on, hand in assignments late or partly done, fall asleep in class. Additionally, they have problems with group work as they cannot find the time outside of the classroom to work on assignments. I’ve given a few of them the hard talk where I’ve told them to look at their life situation and decide if it is the right time to be in school. I’ve wondered if that is my place to speak with them about the issue. Now, I tend to bring in the guidance counsellor to speak with them. With respect to the problem of group work, I’ve had them work on their own or deducted marks for lack of participation.
Amanda here: Oh this is a tough one, Jerrylynn! I have faced similar challenges in a variety of programs and, when it comes to group work, I have used the same solution you have: Allow the struggling ones to work on their own. This solves the immediate problem and enables the individual students to fulfil their obligation to the basic requirements of the course or assignment, but it lets them off the hook of the challenge of group work. I try to talk myself out of feelings of guilt about this by saying that I cannot extend my responsibility beyond the walls of the classroom and that the students are the ones losing out on the fuller experience - and their classmates are not being made to suffer as a result of their inability to participate in the group work. BUT, and it’s a big but, the truth is that the students who are juggling work and school at the same time water down the experience for themselves and for their classmates. If they were able to full-time focus on their studies, everyone’s experience would be different (and, I presume, richer and better). A possible solution might be to negotiate these differences right up front in the course and offer all students choices for how they will complete the required assignments. This would level the playing field and could possibly forge links between students who wouldn’t otherwise connect. What I’m trying to suggest is to put the issue on the table and have the whole class tackle it, rather than having the issue rear its head later in the course and then have it be solely the instructor’s responsibility to solve -- because, really, by this stage, the students are not going to give up their job(s)! But, if this reality were to be discussed in the first week or so of class, maybe the students would find solutions on their own and among themselves. Also, maybe we, the instructors, could be more creative in how we define our assignments and require them to be done and maybe some of the tech tools that Eva has shown us during this CAE course would help students collaborate in cyberspace on their own time, thus liberating them from having to find physical time when they can meet face to face.
Google docs
Google hangout or Skype to chat online
Facebook pages for group collaborating
LucidChart (?) for building ideas and sharing thoughts
etc.
What do you think, Jerrylynn: Could technology help you out on this one?
Follow this link for an interesting 30-minute BBC radio documentary about MOOCs, their critics and fans, and their potential impact on public education. Very interesting!
My Blog
Assignment 3: Inquiry Presentations 2 comments per presentation:
wow. what great learning!
suggestion to improve / positive critique
Mahi
I love the foot steps in the Prezi that take us from element to element! You did a lot of research for this assignment - most impressive!
the sewing video went a little bit longer than I would suggest is necessary or valuable for the audience
Wendy
very effective classic PPT design; it worked nicely as the 'plain' background to the 'fancy' dessert you were describing. very nice ramekin by Gordon Ramsay! And it's a BIG serving you'll give your guests with that size!
a video of the sugaring/buttering of the ramekins would be a good addition to your presentation for those of us who have NEVER done such a thing!
I would have liked to hear a bit more about your own learning experience: What did you learn about the learning process as your were learning about making a soufflé?
Amanda Makes Biscuits
Jerrylynn:
very neat to see the first iPhone photo and 'witness' the evolution of your learning
some of the your Prezi frames had quite a lot of words in them; I would suggest fewer words: after all, we are here to listen to you actually deliver your content
Kelly and Melinda
love the photo voice approach. very effective
"social learning" - that's a new term for me: is it like reflective observation? [learning by observing]
some of your word slides were quite text heavy and then you read us most of what was on them: your photos were so great because you genuinely delivered your content rather than reading it to us
your 'cook on call' is like me having my friend Heather there to coach me through the process; her experience really helped me out and gave me the confidence to try my own hand at batch two the next morning
having fun is very important; that is a good message to hear and to keep reminding myself of
Sajjad
I really like the straight-up design on your PPT slides: the white background and the plain text is very effective
I have heard of ACCESS but have never learned anything about it: it is clearly a very powerful tool
It's always challenging to try to pull our content tight into the time limit we've been given. The general rule, I always tell my students, is one slide per minute of presentation. This is only a general rule: of course, it depends on your content and how much you have to say about that content as to how many minutes you'll stay on any given slide
I agree with Eva that the screen captures were really good; such a good visual teaching tool
Cara
you used a lot of the bells and whistles that PPT includes; very impressive
now that you know all the fancy things you can do in PPT, it may be helpful for you to familiarize yourself with some basic design principles; LESS IS MORE is the standard rule. This is absolutely NOT a criticism of the slides you created for your presentation; it's just the 'voice of experience'. Lots of my students try to incorporate too many animations or music or videos and the complexity of the software often overwhelms the content of the PPT.
Hussam
That is an excellent point: A 9-minute YouTube video took you a few hours to 'translate' into knowledge for yourself. We need to remember this when we blithely send students off to watch a 20-minute video. It will take them much longer than that to get any value out of that viewing experience.
Another excellent point: Learning or documenting. On my own, I like to "just" learn, but as an instructor, I need to grade the students' work, so they must document their learning for me so I can assign a mark. I think it's true that, probably, the documenting is a bigger drag than the pure learning is.
An interesting presentation that raised a bunch of important questions. Thanks!
Darcy
Congrats on your domain name - very exciting!
For me, a bit too much detail on the different options for building a website. I think that could be scaled back a bit.
I would have benefited tremendously from more detail on how you actually built your site, once you selected your building tool. This would have combined not the only the learning about the technology, but all the other decisions you had to make along the way - design, colours, fonts, etc.
Jenna S.
Nice looking Prezi! Well done.
A video of you crocheting would have been fun to see!
Jenna B.
Neat topic! I use an accountant - very easy!! Wow: you did your taxes several times over for this project. Amazing!
Nice Prezi template. Very suitable for your topic.
I agree with lots of what you said about the frustrations of your learning process; I would have been interested to learn more about how your experience can be applied to the learning experiences your students have in your classroom. What do you teach, by the way?
Cynthia
You have an engaging presentation style.
Ah: Always so interesting when it doesn't go quite as the instructions said it would (should). Yes, and how do you know what you don't know until you realize you don't know it! And then, what do you do!?
Nice reflections at the end of your presentation...and nice reference to Bloom's Taxonomy: way to go!
Shauna
Five years of growing your hair???!!! Really. Wow!
"My Findings" frame: a lot of text in this text frame. It's a problem I have with Prezi - how to use the frames to incorporate text without them looking full to bursting. I find it challenging to incorporate new frames, or frames within frames. I have more learning to do! Maybe the answer is to just cut down on the text we include - focus on words rather than sentences, or limit myself to images only. Something to think about.
Really good point about us needing to slow down when teaching something we think is basic; it's all new learning to our students.
Vanessa
Good for you for going to the library for your resources! Such a good, but often forgotten, place to find excellent help - and great books to read once we've finished all our school work!
Note to self: We all have talked about how frustrated we got - and it didn't really take us a long time to get that frustrated. Imagine what it's like for our students who are taking several courses all at once, all with instructors who want things from them and put demands on them and set them deadlines, and so on. We should remember our own frustration and be more patient.
How do you think your learning relates to or mirrors what your students' own learning is like?
PowerPoint tip: Less text is better on the slides. Your pics were great, but a few of your slides had a lot of words on them.
Leonard
Note to self: Save my Prezi for 'remote presentation' like you did, in order for it to be manageable by remote.
Very cool information about both your topics, Leonard, but your presentation style/tone was a bit monotone and this made it more difficult for me to follow / keep track of your words and content.
Tuesday, May 6, 2014: Curriculum changes to incorporate Learner Centered approaches
Husam
your PPT design was beautifully clean and simple; very nice. the flipped classroom image was great!
you gave good clear explanations of your proposed processes
I teach your students for the technical communication class and I now know a little bit more about what they are learning / will be learning in their course(s) with you
you have good energy at the front of the classroom; you present in a way that makes you seem very approachable
Wendy: chemistry, CET program
love the video; very cool way to share information about a process with your students
acid rain: great approach to start with this element and then move out/onto the other components of the 2-hour lecture
I teach CET students their communication course; I include technical reports in my teaching: Could I use the technical reports you need your students to write as examples for teaching in my course? alerougetel@rrc.ca
very nice and simple Prezi
Cynthia: ECE
great Prezi template!
I like the use of discussion boards for the your Interpersonal course; makes good sense to me
I would love to pick your brain about how you teach the interpersonal courses. I include these topics in some of my courses and have created my own stuff from a variety of sources. I bet you'd have some great tips and resources for me! alerougetel@rrc.ca
your John Dewey quote hits the nail on the head. thanks for that!
"No one washes a rental car." another good one!
Jerrylynn:
very clean and clear presentation template
I like how to you refer to Bloom's Taxonomy - it makes more and more sense to me as time goes on!
How did you create the Wiki? I want to create one for my course
Vanessa:
an interesting topic - something I knew nothing about
your slides were quite text heavy: a bit distracting to have all those words on screen, as I wasn't sure if I needed to read them all or if I should be listening to you more
Sajjad:
nice Prezi! Well done for using this new tool for this presentation
Do your students come to class with laptops? I teach into the Greenspace Management program at RRC (the report writing course in the final term) and not every student has a laptop. Some of them do, while others use the RRC desktop systems and transport their documents back and forth on memory sticks. I just am curious about the level of technology savvy and comfort your students have. Will this dis/comfort hinder or help the plans you have?
Darcy
Very creative to pick a program into which you would like to teach! I like that approach for your assignment
I've Googled leafsnap - what a neat app! amazing what is out there for the finding, eh!?
nice Prezi template; some of your text is a bit light against the white background
Tuesday, May 13, 2013
Jenna S.
very nice Prezi; way to go!
thanks for the LucidChart - I have a better idea of how to use that tool now
very good explanation of the KWL approach: I would enjoy using that in my own learning!
great choice for the role play: Will you script it out for them or will you have them create the situation themselves?
Kelly
what technology would the students use to create the video? just their phones? I like your idea of the role play to 'act out' conflict - neat!
very detailed plans, Kelly. impressive.
I think your learning outcomes may not include a standard to which the learning must be achieved...?
[Amanda]
Jenna B.
Nice Prezi template! I keep seeing new ones that I've not seen myself, but would love to use!
love the mind map - very clear when laid out with that tool
Shauna
I love your excitement about the flipped classroom! So much of this technology is new to me, too. Kind of fun to explore it, isn't it!?
the blog is a great way to capture info and learning - your work lends itself to visual records of learning
I really like how the relevance of the assignments you are planning reaches right into the students' life outside the classroom and the college
Cara
Wow: This is a big topic for a grade 12 student to tackle! I've started my own writing/editing business and I just worked out of my own home. When opening a salon, it's much more complicated! I like your mind mapping and KWL approaches. Makes good sense to me. ...In six weeks, OMG, that's huge!
A discussion board is a great idea, as the students can learn from each other and provide each other support, too.
I really encourage you to try a Prezi: It's fun to work with and gets easier with each one you do.
Melinda
very enthusiastic presentation: you are clearly passionate about your teaching. that is lovely so see!
I love the approach you took - reviewing all your courses and then picking three "at random", but that overview you took the time to do will server you well as you incorporate some of these techniques into those other courses
Well done with the Prezi: It's not so tough, eh!?
Tiny comment: You spoke very quickly; slowing down would make it a little easier to take it all in.
Len
Very interesting to learn what your teaching is about
I like your Prezi template: I always advise that the presenter should not read the text that is on the screen. If possible, know your content well enough that you can speak to it but not say it word for word. (of course I don't always this rule myself!)
video documentation is a great idea
Are you able to inject a little bit more energy into your speaking? If so, it would make it easier to follow what you're saying and 'get into it' with you as you present
AmandaL
Final presentation: Prezi Assignment 7Presentation 3: Prezi Assignment 3
Classroom Management discussion b/w Jerrylynn, Amanda and Sajjad:
Here are the questions we are to discuss. I believe we each have to discuss one scenario.
- Abusive student attitudes and behaviours
- Achieving diversity and cooperation
- Managing interruptions
- Social and emotional factors
- Gender and race issues
- to what extent do you believe that the gender of the teacher or the student influences the selection of classroom rulesDiscuss the above points - in groups of 3 - share your experiences and how you have found solutions to various situations - what are these solutions. Google Hangout, FaceTime and Skype are excellent tools for this discussion.
Document your discussion on your wiki page entitled Classroom Management.
Each student is to list one situation on your own wiki page with solutions to the "problem". If you don't have a solution, ask your group for suggested actions.
Jerrylynn:
I had a situation where a student was verbally abusive to me and disruptive to the class. I had to stop the class (gave everyone a break - I think what I said at the time was take 10 min to cool off). I had to speak with the student in private and spoke to him about how disrespectful his actions were to me and his fellow students. I also told him if he is ready he can join the class. If not, he can leave. I said I’d give him another chance, but that he needs to change his attitude because he can’t expect second chances from other instructors. I think my mistake was that I should have reported him to the college as it really bothered (and still does).
Amanda: I have chosen to discuss point 5: Gender and race issues. “To what extent do you believe that the gender of the teacher or the student influences the selection of classroom rules?”
I believe the gender influences the classroom rules. For example, I teach technical communication into a variety of trades programs (ex. plumbers, sheet metal apprentices, welders, electricians, etc.). I am a short, white woman of fairly small build. I go into some of those classes and am [a] the only woman in the room, [b] the smallest person there, and [c] teaching a subject the students are usually not thrilled about. I learned early on in my teaching at RRC that I need to claim the space at the front of the classroom as the authority figure, because if I don’t, the students will take that proverbial mile when I give them an inch.
One of the ways I do this is to go through a ‘first day in class’ routine that includes the two options for students to pursue in the course (one is to fail, the second is to succeed -- and what they need to do to achieve one or the other) and the rules of engagement of the classroom (¡Be respectful of everyone in the classroom. ¡Turn off your phone, iPod, etc.¡Do not text or surf the Internet during class. ¡Complete all assignments. ¡Pay attention in class. ¡Do the work in class. Help each other out; that’s good. ¡Copying from each other; that’s bad.) Now, just showing these and having the class agree on them does not, of course, mean that everyone abides by them, but it does mean that we all have a common understanding (at least in theory) of acceptable behaviour and attitude in the classroom.
If I didn’t lay out these rules of engagement, I do not believe that the class, generally, would accept my authority as the instructor: I am often the only female instructor they have in their program, and I am usually not well versed in their trade. These are two strikes against me, as far as many of the students are concerned. I, therefore, try to mitigate these strikes by opening the first class with a position of authority and clarity. I assume that their home-room instructors in their core program do not have to go out of their way to earn basic respect. I could be wrong, of course. Regardless, I find that my approach helps me to set up a dynamic in the classroom that signals I am an instructor to respect and give attention to, regardless of how they feel about the the subject of my teaching.
Jerrylynn: Amanda, I have the same problem with being small. My supervisor gave me a similar message of taking control right from the start and trying to find ways of making my presence known - speak louder with a stronger tone, look at the class, she even suggested having a more authoritative look.
Amanda here, Jerrylynn: Isn’t that interesting! I think it’s good advice for anyone, really, but especially for women and for women who are physically smaller. We really need to ‘take up the space’ at the front of the classroom, and that can be done, in part, with a strong presence and personality and also a lower voice. I prefer to manage my classroom with these kind of tricks rather than with strong-arm discipline. Some of my colleagues ‘throw students out’ for behaviour they deem unacceptable. This can sometimes mean calling Security to physically get the student out of the room. I don’t like that tactic, because I think it runs the risk of making the instructor look weak - incapable of managing the room him/herself and needing an outsider to ‘enforce the law’.
Sajjad:
Most of the time I came across situations where students not only uses phone for texting but also start sharing info from their phone with neighbouring student. In this situation what I do is to ask the student, who is playing with cell phone, to share all info with all of the students so we all learn what you are learning. Sometime I use strategy making disruptive student leader for a given project so he/she take responsibility of a group rather creating disturbance, and this strategy works good too. Personally, from my experience, repeated questioning to get attention or pointing out a disruptive student frequently is not good.
Jerrylynn: I like your strategy of making the disruptive student a leader in class to focus his/her energy on a project.
Amanda here, Sajjad: That is a good tactic. I saw a similar idea on Facebook the other day. It goes like this:
- Any group of people getting together agree to put all their phones facedown in a pile on the table.
- The specific example was a group of friends going out for dinner. The first person who checks their phone has to pick up the bill for the group’s dinner.
This could possibly work quite well in the classroom:- Every student puts their phone upside down on their desk. First one to check their phone has to buy donuts for the class, or maybe contribute a twoonie to the class donut fund.
What I like about this idea is that it doesn’t require that the students physically give up their phone. But it acknowledges that students have phones and it teaches that phones can be present without being checked every two seconds. And it penalizes the first ‘loser’ with an affordable fine from which the whole class benefits at some point.Jerrylynn: I just wanted to share with the two of you a scenario that I don’t have a solution for. This would fall under social and emotional factors that impact the classroom. I have a number of students that hold a full time job or two part-time jobs while in the nursing program. The program that the Assiniboine Community College is a full-time program. They work to put themselves through school, but they struggle through the process. They tend to ask for extensions on, hand in assignments late or partly done, fall asleep in class. Additionally, they have problems with group work as they cannot find the time outside of the classroom to work on assignments. I’ve given a few of them the hard talk where I’ve told them to look at their life situation and decide if it is the right time to be in school. I’ve wondered if that is my place to speak with them about the issue. Now, I tend to bring in the guidance counsellor to speak with them. With respect to the problem of group work, I’ve had them work on their own or deducted marks for lack of participation.
Amanda here: Oh this is a tough one, Jerrylynn! I have faced similar challenges in a variety of programs and, when it comes to group work, I have used the same solution you have: Allow the struggling ones to work on their own. This solves the immediate problem and enables the individual students to fulfil their obligation to the basic requirements of the course or assignment, but it lets them off the hook of the challenge of group work. I try to talk myself out of feelings of guilt about this by saying that I cannot extend my responsibility beyond the walls of the classroom and that the students are the ones losing out on the fuller experience - and their classmates are not being made to suffer as a result of their inability to participate in the group work. BUT, and it’s a big but, the truth is that the students who are juggling work and school at the same time water down the experience for themselves and for their classmates. If they were able to full-time focus on their studies, everyone’s experience would be different (and, I presume, richer and better).
A possible solution might be to negotiate these differences right up front in the course and offer all students choices for how they will complete the required assignments. This would level the playing field and could possibly forge links between students who wouldn’t otherwise connect. What I’m trying to suggest is to put the issue on the table and have the whole class tackle it, rather than having the issue rear its head later in the course and then have it be solely the instructor’s responsibility to solve -- because, really, by this stage, the students are not going to give up their job(s)! But, if this reality were to be discussed in the first week or so of class, maybe the students would find solutions on their own and among themselves.
Also, maybe we, the instructors, could be more creative in how we define our assignments and require them to be done and maybe some of the tech tools that Eva has shown us during this CAE course would help students collaborate in cyberspace on their own time, thus liberating them from having to find physical time when they can meet face to face.
- Google docs
- Google hangout or Skype to chat online
- Facebook pages for group collaborating
- LucidChart (?) for building ideas and sharing thoughts
- etc.
What do you think, Jerrylynn: Could technology help you out on this one?Follow this link for an interesting 30-minute BBC radio documentary about MOOCs, their critics and fans, and their potential impact on public education. Very interesting!
My Blog
Assignment 3: Inquiry Presentations
2 comments per presentation:
Mahi
Wendy
Amanda Makes Biscuits
Jerrylynn:
Kelly and Melinda
Sajjad
Cara
Hussam
Darcy
Jenna S.
Jenna B.
Cynthia
Shauna
Vanessa
Leonard
Tuesday, May 6, 2014: Curriculum changes to incorporate Learner Centered approaches
Husam
Wendy: chemistry, CET program
Cynthia: ECE
Jerrylynn:
Vanessa:
Sajjad:
Darcy
Tuesday, May 13, 2013
Jenna S.Kelly
[Amanda]
Jenna B.
Shauna
Cara
Melinda
- very enthusiastic presentation: you are clearly passionate about your teaching. that is lovely so see!
- I love the approach you took - reviewing all your courses and then picking three "at random", but that overview you took the time to do will server you well as you incorporate some of these techniques into those other courses
- Well done with the Prezi: It's not so tough, eh!?
- Tiny comment: You spoke very quickly; slowing down would make it a little easier to take it all in.
Len