|
Date
|
Insight (with link
to full exploration of the Insight)
|
Topic
|
|
Sept 1, 2011 |
'If they would just read the syllabus,' many a
professor fumes. That is a problem so egregious that Facebook worthies
have a page called Read the freakin’ syllabus,
people. More than 4,700 fans have
found some solace there. |
Syllabus, Facilitation |
|
June 1, 2011
|
Unless
I make sure that my mindset is geared specifically toward assessment, it is
too easy to end up evaluating instead.
|
Assessment
|
|
May 15, 2011
|
Recap of the past year's INSIGHTs
|
|
|
May 1, 2011
|
The WHY part of an
activity isn't my chance to tell students why they should care; it's my
chance to grab their interest and motivate them to care.
|
Activity Design, Motivation
|
|
April 15, 2011
|
I found myself feeling a little defensive
when I was being assessed. That we're all so used to being evaluated
means that when we assess ourselves, each other, and our students, we
have to really pay attention to the language we choose to use. We mean
to assess but are usually ready to hear evaluation.
|
Assessment
|
|
April 1, 2011
|
The workshop reminded me of the value of
stepping out of my comfort zone and being more innovative in working to
challenge my students.
|
Innovation, Challenge
|
|
March 15, 2011
|
It is good to be
placed in the role of student, as our frustration and lack of
understanding helps us understand the student perspective.
|
Roles, Frustration, Empathy
|
|
March 1, 2011
|
Finding
a way to shift the attitude from
What will you do
to/for me? to
What will
we do together?
is a critical part of creating a successful learning environment.
|
Student Efficacy, Ownership of Learning
|
|
Feb 15, 2011
|
My teaching should
help students learn to depend on themselves, not on me.
|
Student Efficacy, Ownership of Learning
|
|
Feb 1, 2011
|
Being put back into
the position of a learner was a revelation...I had forgotten how much
(perceived) risk is involved in really learning.
|
Roles, Empathy, Risk-taking
|
|
Jan 15, 2011
|
There is a difference between being taught
to (which can feel condescending) and learning from (which is a kind of
partnership).
|
Ownership of Learning, Facilitation
|
|
Dec 15, 2010
|
I want to be a life-long learner...AND a
life-long grower... If there is such a thing.
|
Learning
|
|
Dec 1, 2010
|
One of the most important skills I can help
my students develop is
their ability to think critically.
|
Critical Thinking
|
|
Nov 15, 2010
|
It's up to me to find ways to ELEVATE my
students' learning.
|
Challenge, Growth
|
|
Nov 1, 2010
|
Learning something
doesn't mean very much unless you can validate what you've learned.
|
Validation of Learning
|
|
Oct 15, 2010
|
Between two stints in college, I went to
business school. The counselor there looked at my records and said,
‘Well. I guess you can do just about anything you want to do, according
to your records.’ I was shocked. My whole life no one had ever
said anything like that to me. I could have used the encouragement. And
much earlier.
|
Student Efficacy
|
|
Oct 1, 2010
|
The questions I ask and the way I ask them
can limit or expand the
learning my students do.
|
Critical Thinking Questions
|
|
Sept 15, 2010
|
Mistakes are opportunities for learning. I
know this but it's up to me to find ways to help my students know it
too.
|
Student Success, Failure
|
|
Sept 1, 2010
|
Using team roles in my classroom will help
each student improve a whole range of important skills.
|
Roles, Learning Skills
|
|
July 15, 2010
|
After some reflection, I see that my
tendency to judge myself isn't very helpful...while
it might keep me from making the same mistakes again, it doesn't
ultimately help me grow.
|
Evaluation, Assessment
|
|
July 1, 2010
|
I can use my authority in the classroom in
subtle ways that foster student growth.
|
Ownership of Learning, Facilitation
|
|
June 15, 2010
|
The steps in a thoughtfully structured
process are generalizable to many contexts.
|
Methodologies
|
|
June 1, 2010
|
Even though it's not comfortable for them
(or me), my students learn more when I provide them with challenges
beyond their ability to handle easily.
|
Challenge, Frustration, Growth
|
|
May 15, 2010
|
Students can change how they self-identify; they can see themselves as
more successful!
|
Student Efficacy
|
|
May 1, 2010
|
I'm a better
teacher when I give up being comfortable in the classroom.
|
Challenge, Frustration, Growth
|
|
April 15, 2010
|
Process
Education is simply a term that involves getting students to take ownership
of and participate actively in their own learning processes.
|
Ownership of Learning, Facilitation
|
|
April 1, 2010
|
If I really think about why I choose a
certain activity, it is easier to convey those ideas to my students for
buy-in.
|
Activity Design, Facilitation
|
|
March 15, 2010
|
A working knowledge of
the terminology before we begin gives better clarity and understanding.
|
Activity Design, Facilitation
|
|
March 1, 2010
|
Setting high
expectations is a motivator to increase performance.
|
Challenge, Growth
|
|
Feb 15, 2010
|
Learner
ownership of learning can be created.
|
Ownership of Learning, Facilitation
|
|
Feb 1, 2010
|
Assessment of
assessment is a critical piece that I have been missing in the past.
|
Assessment
|
|
Jan 15, 2010
|
Facilitation
is not really a natural ability; there are a whole bunch of skills
associated with it.
|
Facilitation
|
|
Jan 1, 2010
|
We
underestimate students’ ability to deal with
stress and challenge
|
Affective Domain Skills
|
|
Dec 15, 2009
|
It’s
so important to check perceptions, otherwise you only THINK you’re
communicating.
|
Communication
|
|
Nov 15, 2009
|
I had no idea that so many other faculty, in different departments, and at
different schools were having the same kinds of experiences I was.
|
Community
|
|
Nov 1, 2009
|
The
more I’m able to create a relationship of trust with students, the more
they’re willing
to take the risks involved in learning and trying new things.
|
Risk-taking
|
|
Oct 15, 2009
|
Students need a strong life vision so
they can appreciate how education relates to their future.
|
Life Vision
|
|
Sept 15, 2009
|
Like it or not, some students have to
fail in order to succeed.
|
Student Success, Failure
|
|
Sept 1, 2009
|
Facilitating a
discussion requires active listening.
|
Listening, Facilitation
|
