Feedback - The delivery of...

I was talking to my brother recently and we were talking about feedback for students. My brother has been teaching for 15 years at the junior and senior high school level and had recently gone to a conference. He was mentioning how he picked up a line when giving feedback that he was going to use. The sentence was " I am giving you these comments because I have very high expectations and I know that you can reach them."  I thought about this for a moment and compared it to what I normally say, which is " I have some feedback for you and am hoping you will use in your future practice or your next competency." What a difference a sentence can make! My brother's example in my opinion gave expectation, positivity, and helped build the relationship between student and instructor. I wanted to write this someone so I would not forgot how important the delivery of feedback is and so I would not forgot this gem of a line. Hope it helps someone else  out as well.

Experience and Learning

I enjoyed reading this chapter and have marked some passages down for future reference.

- "at the heart of adult learning is engaging in, reflecting upon, and making meaning of our experiences" p.104
- "learning is a lifelong process involving applying and adapting previous experience to new situations" (Dewey) p. 105
- "principle of continuity (Dewey) in which what one is learning in the present is connected to past experiences and has potential for future applications." p.105
-"a miseducative experience can occur in everyday life or in the classroom" p.105
This last passage was really important to me as it emphasizes how important my feedback is to students because we have lots of competencies in our program. It is important for me to really think about what I am saying and how I am saying it so as to not discourage future learning.
-"experience is thus a resource and a stimulus for learning." p.106
- "different ways experience can be acknowledge as resources for learning" (Tennant and Pogson) p.112
- "making sense of our past experiences to better understand our desires and interests is a route to self-knowledge." (Tennant) p.113
-reflection-on-action - "we have an experience and consciously think about it after it has happened."  p.115
-reflection-in-action- "is different because the reflection takes place as you are engaged in the experience - it is simultaneous with practice."  - "distinguishes the more expert practitioner from the novice." - "thinking on their feet" p.116
-contextual learning - "the context itself shapes the learning" p.118
-scaffolding of learning p.119
-"learning cannot be designed." Learning happens, design or no design." p.121
-apprentice-ship learning p.122


References:

Merriam, S.B.,& Bierema, L.L., (2014). Adult Learning: Linking theory and Practice. San Francisco: Jossey-Bass.

The Distracted Classroom was a recent article that was posted on the VCC - School of instructor facebook page. I found it very interesting as it was describing the pros and cons of technology in the classroom. I feel that having a smart phone with them at all times is now part of Maslow's hierarchy of needs! Without it I don't know if the student would be present 100% and with it they are not present 100%. The best way, as the article indicates is to set some ground rules, while providing opportunity for use both personal and with classroom activities. 

 

I thought this was very interesting and am thinking I will purchase his book and read more. I am a big advocate of people being creative. Creativity is one of the reasons I like being an instructor as well I see the joy a student gets in being creative. They are showcasing a project that is unique to them. This video describes that educational system as only encouraging one type of learning. My favorite line by Ken Robinson (2007)  is ( and I'm paraphrasing) people are afraid to make mistakes, intelligence is dynamic, creativity is just as important as literacy. This also made me think about the educational system and its alignment. We only test facts etc. therefore we have no way of applying a mark to a student who is creative.

Robinson, K (presenter). (2007, January 6). Do schools kill creativity? Sir ken Robinson. Ted talk retrieved from https://www.youtube.com/watch?v=iG9CE55wbtY.

Transformative learning

I just finished the chapter on transformative learning and found this video valuable in providing tips for this type of learning. I was unaware of what transformative learning was until it was defined by Clark.  "Transformative learning shapes people. They are different afterward in ways both they and others can recognize." (as cited in  Merriam, and Bierema, 2014)
I was trying to think of times that this has occurred with me and I kept on coming back to my experiences travelling. Many times travelling changed my opinions of what I previous knew, it gave me a different perspective. Often when you come home from along period of time family and friends will notice a change in you, I feel this is because of transformative learning. I always notice a change in myself when I go travelling as well.  I think this is why I love to travel!

References:

Merriam, S.B., & Bierema, L.L., (2014). Adult Learning: Linking theory and Practice. San Francisco: Jossey-Bass.
Image retrieved on July.28, 2017 from http://thegirlfriendmom.com/wp-content/uploads/2016/06/RevengeTravelPartDeuxnewsroom.mastercard.com_.jpeg

Learning partner - key points

My leaning partner's name is Abhijit and he is an instructor/Chef in Alberta. This is the first time in this PIDP program that I have made a connection with a classmate over Skype, whatsapp etc. Our experiences are very similar in how we began our new careers in education and the trials and tribulations we have gone through. I have really enjoyed the conversations and this is the first time I have seen the value of these assignments.

Our discussion on trends in the field and education were very interesting. I'm not going to lie but I was drooling about the new possibilities in the pastry/dessert world that our coming our way. Abhijit talked about how the dessert experience is changing, specifically the culture. In the 90's customers would eat a dessert individually, and not really share. Now there seems to be a trend of shared plates and eventually the Chef will come out and make a dessert for everyone to share right at the table!! Most restaurants now are providing containers for dessert so there is no wasted food as well. We talked about how this will change how things are taught at his college and how it is important to keep current with your field and how it changes so rapidly. It all comes back to being a life-long learner. We also talked about how this is a great opportunity for the industry to show off their skills and to potentially recruit future Chefs into the field, thus ensuring that we have future students = job security for us!

 

How cool is that?! Makes you hungry doesn't it? I could see them extending this to being more interactive and getting the customers involved in the making of the dessert. A fantastic way to allow the Chef to be creative.

 

Abhijit's trend in education was online courses. We discussed the pros and cons and what we thought a perfect  online course for us would be. This trend looks like it will continue as it fits into the adults lifestyle, specifically with pace, comfort, liberty of finance.  This will have implications on our jobs in the future possibly as we might have to adapt our courses. We also both discussed different types of online courses and how they are set up. Some are open ended whereas others are set up so something is due every week and the course ends at a set time. All very interesting as we see education transforming to meet the student's needs.

 

Thanks again for your perspective Abhijit. I look forward to our next conversation.

 

Principles of Adult Learning Scale- Conti

 

Principles of Adult Learning Scale (PALS)

tilt.colostate.edu/files/eportfolios/167/File_4328F80C-C53… · DOC file · Web view

Principles of Adult Learning Scale (PALS) Developed by Gary J. Conti.


I just completed the PALS assessment and learned a lot about my teaching style. Is it "teacher centered" or "student centered"?

There were 6 factors and they were:

Factor 1: Learner-Centered Activities. I scored 47.
Factor 2: Personalizing Instruction. I scored 23.
Factor 3: Relating to Experience. I scored 24.
Factor 4: Assessing Student Needs. I scored 14.
Factor 5: Climate Building. I scored 17.
Factor 6: Participation in the Learning Process. I scored 8.
Factor 7: Flexibility for Personal Development. I scored 12.


Factors that were indicative of my teaching style through this assessment were Factors 1, 3, 4, and 5.

My total score was 145.

A total score between 0-145 indicates my style to be "teacher-centered" and 146-220 to be "student centered."
So this would say that I am teacher-centered but I look at as I am balanced between the two styles right now in my career. I would agree with the results of the assessment and feel that I might be slightly teacher centered due to my experience as a student with traditional teacher centered instructors and as I find my way in this profession I can see myself becoming more and more student centered.
 

Benefits of VR

http://immersivevreducation.com/virtual-reality-education-benefits/

Cone of learning shows benefits of VR, which is one of the trends in adult learning.

Trends in Adult Education

The article I have chosen is titled Is Virtual Reality the Future of Adult Education?

I have chosen this article because of previous course work in PIDP 3240 Media Enhanced Learning and a general interest which has now lead to a creativity and innovation project bringing VR into my classroom. I have also picked this topic because technology is not my strong suit and instead of shying away from it I have tried to embrace it and be a leader in our program/field/college. (social cognitive) I feel it is inevitable that it is coming, especially as prices are decreasing and more material is being made for the devices. I fell that this will greatly impact the learning and teaching experience. Where before you were limited by money, walls, time and environment - these devices can even the playing field and your only limitation will be your imagination.

What implications will this trend have for the way I will instruct over the coming years?
What will you need to do to prepare for such trends?

There are great implications that this trend will have on my teaching because I will have to keep up to date with all the technical changes that are occurring and be the expert with the material (devices). - a life long learner!(humanism)  The room I teach in might be completely different as it would need more space and might not have the traditional student desk. If VR is used, it may be a novelty item at first, or the excitement of using new technology may take away from the intended learning. This will mean that the lesson plan must be organized and explicit so that the outcome can be reached. This being new technology there may be issues with it so having resources for problems would be great. This technology may also be new to many students so there may be resistance to trying it.  I will also have to judge how the lesson is going and make adaptations so the intended learning outcome is met, such as time. The cost of the devices and material and students' inexperience with them may mean that more time is needed or not every student will be able to participate directly. The cost may also be a factor in using VR at all. There also most be more research to ensure VR is safe for developing minds. As the article mentioned there already seems to be research that shows greater empathy and learning occurs with VR. (cognitivism) What will I do for each individual to ensure that they are part of the lesson? I feel by incorporating this technology it will and can make me relate to the students better as well as making the educational experience more authentic. One of the biggest issues is whether or not their will be relevant material for these devices for my field. I might have to be the leader and create or find an expert who can create something and this might be the biggest hurdle I face. I need to make sure that the material is relevant to the outcome and not a gimmick. There must be purpose and value to using VR!  For example, out students are unable to go to an operating room setting in their first didactic term so we could use VR to bring this setting to them.

Creativity and Innovation Project - VR

Images for learning theories

Here are some images I have used to help me learn the theories. I am a visual learner and enjoy using humor so this is what has helped me remember what is what.

 

Cognitivism

Humanism

 

Behaviorism

 

Social Cognitive

 

 

Constructivism

 

 

 

References:

 

Images retrieved July.18, 2017 from the following websites:

 

 

 

http://www.educatorstechnology.com/2016/06/new-visual-on-blooms-digital-taxonomy.html   - Blooms taxonomy

https://wellthisiswhatithink.com/2013/08/21/maslows-new-hierarchy-of-needs/      - Maslows

https://www.pinterest.com/pin/366339750923755762 -Pavlov

https://www.pinterest.se/pin/550776229399313294/   social learning theory

http://www.salesprogress.com/hs-fs/hub/53724/file-14493332-jpg/images/self-reflection.jpg  constructivism

 

Learning Theories

Just finished Ch.2 - Traditional Learning Theories in Adult Learning:Linking Theory and Practice (Merriam& Bierema, 2014) and have done the self test. I originally thought behaviorism would fit my perspective on learning because this is a key component of one of the courses I teach as it is part of a technology program and is competency based .After doing the quiz I see that I jump around and end up having a mix of these perspectives (behaviorism, humanism, cognitivism, social cognitive, constructism). Depending on the situation at had I feel that all of these theories are used in my teaching, which I feel is a  good thing.

Below is a summary of the learning theories.

Learning Theories	Main Ideas	Main Theorists	Other
Behaviorism	-learning is a change in observable behavior  -believe that  human behavior is the result of the arrangement of particular stimuli in the environment -reward, reinforce, use behavioral objectives in instruction	Pavlov – dog experiment with bell (1890s) Watson (1920) – founder Skinner (1971) – developer of theory – arrange environment to bring about desired behavior	-integrated in K-12, and adult education -used for learning outcomes, competency based curricula, instructional design models, program planning models -evident in adult career and technical education, business and industry, and military -other examples – instructional technology, computer based training programs, programs to modify behavior, biofeedback programs -recognize role of feedback - Too mechanistic and too controlling- ignores complexity of human being in learning process ** MRAD program, specifically positioning MRAD 117 and clinical
Humanism	-learning is about development of the person	Maslow and Rogers (1950) – assumption that human beings have the potential for growth and development and that people are free to make choices and determine their behavior Maslow (1970) goal of learning is  self- actualization – become everything that one is capable of Rogers (1983) goal of learning fully functioning person Rogers (1950) – client centered therapy approach = student –centered vs teacher-centered approach	-opposite of behaviorism -spotlight is on the whole person including body, mind and spirit -Maslow’s Triangle –hierarchy of needs     -focus is on inner person, that person’s needs, desires, and wants and how these require attending to in any learning encounter     -emphasis on motivation -teacher is a facilitator rather than a dispenser (Rogers) ** What we are striving for – Camosun and MRAD program Rogers- defines learning with 5 principles 1)       Personal involvement 2)       Self-initiated 3)       Pervasive 4)       Evaluated by learner 5)       Essence  is meaning   Rogers (1969) – lifelong learners – “an educated person is one who can adapt and change” 3 major adult learning theories have roots in humanistic psychology
Cognitivism	- information-processing -used to facilitate learning and plan instruction with adults. -explains a lot about how we use the brain and our senses to process information	-Shift to the learner’s mental process -mind sees patterns and uses prior knowledge to process new information - (Grippin,Peters, 1984) – “the thinking person interprets sensations and gives meaning to the events that impinge upon his consciousness” -cognitivists “focus on insight, information processing, problem solving, memory and the brain.” -Piaget (1972) – cognitive development – 4 stages (infancy, child, ..adult) Arlin,Sinnot – problem finding Ausubel (1967) – meaningful learning-connect with concepts already in person’s cognitive structure Gagne (1985) –taxonomy of learning outcomes Bloom’s taxonomy (1956) – learning outcomes- cognitive, affective and psychomotor	Gestalt- pattern/shape Metaphor- computer: input, throughput and output  “information processing”   -cognitive development, memory, instructional design theories -memory research (Driscoll, 2005)    -sensory, short and long term   -adult learning- hearing and vision loss in aging may impact sensory memory     ** use blooms in lesson planning- outcomes and curriculum planning
Social Cognitive	-Subset of cognitive theory -Highlights the idea that much human learning occurs in a social environment -by observing others, people acquire knowledge, rules, skills, strategies, beliefs, and attitudes. -also learn about usefulness and appropriateness of behaviors (Shunk, 1996) -observe others and model their behaviour - draws from both behaviorism and cognitive theory -learning is social and context bound	-Bandura (1976, 86) – major theorists    - “persons can regulate their own behavior to some extent by visualizing self-generated consequences.”   - “ model is a triangle in which learning, the person, and the environment are interactive and reciprocal”   - Gibsons (2004) – suggests social cognitive theory is relevant to the workplace where-on-the job training and behavior modeling can assist in socializing employees to the workplace.	-adults learn social roles by observing and modeling others. -mentoring      - cognitive apprenticeships – wherein the mentor or instructor models how to think about whatever is being learned.
Constructivism	-collection of perspectives that share a common assumption that learning is how people make sense of their experience -learning is construction of meaning from experience	-constructivists see knowledge as “constructed by learners as they attempt to make sense of their experiences. Learners are not empty vessels waiting to be filled but rather active organisms seeking meaning.” (Driscoll, 2005) -draw from Piaget, Dewey, Vygotsky -Piaget- cognitive structure changes as we mature, allowing us to construct meaning at more sophisticated levels. Dewey’s (1938)- genuine education Vgotsky (1978) – role of sociocultural context in how people construct meaning from experience Candy (1991) teaching and learning is a process of negotiation Brooks and Brooks (1999) – mediators of students and environments –encourage dialogue with instructor, building on what students know -Brandon and All (2010) – nursing example – active learning	-foundational for understanding much of adult learning -aspects are central to self-directed learning, transformational learning, experiential learning, reflective practice, situated cognition and communities of practice ** self-reflection in courses -situated cognition theory-learning is situation specific ie. workplace learning - learning in context is emphasized in cognitive apprenticeships (Wenger, 1998) - makes learning ”authentic” ie. field trips

 

References:

Merriam, S.B., & Bierema, L.L., (2014). Adult Learning: Linking theory and Practice. San Francisco: Jossey-Bass.

I also decided to test my Emotional Intelligence.

"Research from Harvard Business School demonstrated that EQ counts for twice as much as IQ and Technical Skills in determining who will be successful!" (IHHP, 2017)

What until I tell my parents IQ doesn't count but it's all about the emotional intelligence!!! I do find this very interesting, and I feel it is important to know where you are as a person, which will help myself grow and allow me to know my strengths and weaknesses. I am hoping to be able to use this information to be a better teacher and to also understand my students.

Good EQ

Congratulations! You have high emotional intelligence. This is good news! EQ counts for twice as much as IQ and technical skills combined in determining who will be a star performer. Your level of EQ likely has been and will be a driver of your high performance under pressure for years to come. Areas to work on: While you are doing well, don’t forget to take time out of your busy day-to-day activities to stop and reflect on what brings you the greatest meaning in your life. If we fail to do this on a regular basis, we risk becoming tranquilized by the trivial, sedated by the small details. Yes, deadlines need to be met and goals achieved. But if we are working toward goals that are not in alignment with our key values and greater purpose, we face becoming frustrated and cynical when we face pressure – losing sight of the reason we are doing ‘all of this’ in the first place!



As William James said: "I have no doubt whatsoever that most people live, whether physically, intellectually, or morally, in a very restricted circle of their potential being. They make use of a very small portion of their possible consciousness… much like a man who, out of his whole body organism, should get into the habit of using and moving only his little finger… We all have reservoirs of life to draw upon, of which we do not dream."

Reference:

Institute for Health and Human Potential (IHHP) (2017) Test your Emotional Intelligence: Free EQ Quiz  Retrieved from http://www.ihhp.com/free-eq-quiz/

 

Brain Dominance

After reading Ch.9 The Brain and Cognitive Functioning I wanted to find out a few things about myself regarding brain dominance and emotional intelligence.

Here are the results:

Right or left

I am right brain dominant but seem to be fairly equal. I am not surprised by the results as I feel I am fairly balanced when I look at the characteristics or right and left hemisphere dominant persons.
If you would like to take the test click on this link. I do find this very interesting because I have been in the science field most of my life (left brain) but have a very creative side (right) . I feel the profession of teaching allows me to do both!

Trends in the Field

My field is Medical Radiography, and the end result is becoming an x-ray technologist. There are a few trends that are occurring in our field which will directly affect my role as an educator and an x-ray technologist. The two I would like to mention are the profession joining a college. This seems inevitable, that we will be joining the college of diagnostic and therapeutic health professions.  The college is meant to protect the public and will in turn have specific requirements of its' members, such as educational standards, and continued education credits. There will also be new or modified standards of practice and ethics. These changes will affect my courses in the future as I will have to make the necessary adaptations in course outcomes and learning activities. Having an educational requirement for each technologist annually may also create an opportunity for me to instruct new classes and develop in-services for credits that will cover what the technologist's would like to know more about. I think this is a great opportunity for me and the college. As a technologist in the field this new change will force/encourage me to keep up to date, which should lead to more enjoyment in the career, and potentially new roles at the workplace. My one fear is finding time and money to take extra courses , as at times the demands of the job already feel like a lot. Will the technologist population feel that they are being forced to do this or will they embrace the new requirements? As mentioned in previous education books in the PIDP program the adult learner does enjoy autonomy. I guess they will have some though because I do not know if there are only specific subjects that will get educational credits. Lots to think about and get explained before the switch is made. It would be nice if  the workplace provided a way to achieve some of theses credits during in-services as well.

Another trend that is occurring is the advanced practice role for radiological technologists. Reasoning behind this potential change is due to population growth and service provider numbers declining. One of the roles would be a radiologist assistant. "This role would take the lead in patient assessment, management and education as well as perform selected radiological procedures as delegated by the radiologist." (Paul, 2009) These new changes could change our whole program and therefore the whole curriculum. This change would also affect me as a technologist in the hospital setting because as roles change in the workplace my skills, if they do not adapt, will be come less favorable to an employer, as I will not be as flexible. It is kind of scary  because you have trained for this job and over time the job changes due to demands and if you do not keep adapting then you will be unable to be employed. I think this will be difficult for everyone in the profession, especially those who have been in the job for decades. How will the job sites, the college, and educational institutions provide a way for all employers to meet the demands of the workplace?

Overall, the changes that are occurring in our field greatly affect what is happening in my classroom and the workforce as I will have to keep up to date and ensure that my course outline and outcomes are meeting the standards set by the college and the workplace. This may also include a change in how the program is structured. Basically, I will have to keep learning and adapting.



References:

Paul, D. (2009). An overview of initiatives relating to advanced practice role development for radiological technologists. Journal of Medical Imaging and Radiation Sciences, 40(3), 90-99.

Me

Hello everybody. PIDP 3100 is my last course in the program before I tackle my capstone project. I actually tried to take this course first but found it too overwhelming while teaching a full course load and getting used to the online format. I am hoping for a different result this time and a different perspective now that I have taken the other courses. I am currently about to start my third year teaching at Camosun College in the Medical Radiography program (x-ray) and have grown so much as an instructor, with the help of these courses and support of my colleagues. I have two beautiful children, 2 and 5 years of age and a beautiful supportive wife that have helped me get through the first few years of teaching as it has had it's ups and downs.  Anyone that is starting their career and taking these courses is taking a step forward to success in my opinion as they have really given me ideas and information to allow me to better understand what is going on in the classroom. As far as spare time, (who has that the first years as a teacher? :) ) , I enjoy playing basketball but am currently recovering from a torn Achilles tendon.

Feedback Strategies Digital Project - Info-graphic

 How cool are info-graphics.! ? I have seen them before but had not idea what they were called or how to create them. For those of you who don't know info-graphics is a visual image used to represent information. More images, less words. Basically let the image do the talking. So far I have looked at canvas.com and piktochart.com. The hardest part I have had is not the information or organization of it, but finding the right picture for the message.

Here is my digital project finally. I had some troubles getting it online and had to convert a pdf to a png file which I had never done before. That is the one thing I do find with these projects I always end up being challenged and finding out something new.

Can't wait to find away to use this tool in one of my courses. I'm sure the students will love it!

What student's value in Teachers

I found this chapter very helpful as it allowed me to be very self reflective. This is something I want the students to feel. I want them to feel that I am authentic and that they value my expertise.
 I have referenced this chapter many times in my previous self reflection assignments.
Here are a few quotes and summarized thoughts form The Skillful Teacher (Brookfield, 2015) that stood out for me.

"The elements necessary to being both authority and ally are credibility and authenticity." p.42

students value that the instructor is regarded as an expert.  p.44

How is expertise displayed? This comes by as "being in the flow" - which I mention in previous posts. A behavior that indicates this is the unexpected student question.
I looked back at the courses I have taught and feel for the most part I have been an "expert" for some of them. The courses that I enjoy teaching are the ones I would consider myself to be an expert it. The ones I do not enjoy I am teacher and student at the same time (not as much fun). I have had fellow colleagues say that a teacher can teach any subject. This may be true but doesn't mean it will be taught or received well by the students. I prefer to teach a subject that I am comfortable with and I have seen that this is not always the case in the educational system and has been going on for years. A math teacher teaching a science class etc. I understand why but am wondering how we can make this better?

I found this paragraph to be very informative.

"Students appreciate it not only when the teacher knows the subject back and front but also when she is able to draw on a substantial history of teaching the course. Referring to strategies that did, or did not, work in previous courses, or providing plenty of appropriate examples, metaphor, or analogies that have proved in the past to help students understand complex ideas, are also important indicators to students."  p.46

Being a new program this is something I would call growing pains. What I do find helps though is being current in the work place. This is one thing that I am worried about as I become further and further entrenched in education and away from the hospital. I value going back to the hospital and working and seeing the clinical setting and keeping up to date with my skills. I can't believe how much they have dropped off in 3 years (life long learning). I also find it valuable to go back so I can have more stories (personhood to help with the students learning).

"making explicit to learners one's rationale for teaching decisions." p.47
I have seen this occur first hand in class the frustration students feel when they don't know why they are doing something. Such comments as this is "a waste of my time, unfair, I don't get it" etc.
I have tried to incorporate this and it seems to help with the flow of the class. Explaining what I am doing, having students ask questions and making changes, if necessary based on the feedback of the class makes for a happy class!

" speaking out loud" p. 48
I recently experienced this in class where I broke down how I viewed the projections in class step by step. The response was fantastic! I didn't realize how important this step was to their learning. Multiple students responded on feedback forms that this is one thing that they wanted me to continue to do.

Common Indicators of Authenticity p.49

teachers are considered allies when "they clearly have student's interest at heart and wish to see them succeed." (Cranton, 2006)

being trustworthy, open and honest  - Sometimes I feel this should be a given but every year I have to remind students I am not trying to trick them and that I want them to succeed so obviously somewhere in their previous educational experience they have felt they have been tricked and a teacher has not been trustworthy, open or honest.

Trust is developed by congruence, full disclosure, responsiveness and personhood. I couldn't agree more and I find this comes fairly natural to me and is something I am not trying to push right way. It takes time and consistency.  I am trying to develop the relationship between student and teacher because this is something I value. I enjoy seeing the students succeed and getting to know them!

There is a specific task with a technologists' job that everyone finds scary the first time and that is in the Operating Room. I try to tell them stories (personhood)  that I have had to show them that I made mistakes, got past them and improved. I feel lots of people don't mention their own mistakes because they are embarrassed and don't want to look like failures. I feel by telling my stories it will help the students through this difficult time and hopefully allow them to open up to their fellow classmates so they can lean on each other in the future. It is ok to make mistakes just learn from them. I guess this would be called mentorship as well.

As mentioned above I really enjoyed this chapter as it really helped me think about what I was doing in the classroom and how the students' perceive it.


Brookfield, S. D. (2015). The skillful teacher: on technique, trust, and responsiveness in the    classroom. Jossey-Bass.

Cranston, P. (Ed.) (2006) Authenticity in Teaching. New Directions for Adult and Continuing Education, No.111, Fall 2006. San Francisco: Jossey-Bass.

My thoughts on the PIDP courses

PIDP courses 


Overall the PIDP courses have been so valuable and so very practical, which is exactly what I needed. I refer to material every day when teaching, whether it be for activities, feedback, organization, making exams and more. I feel one of the best things about the courses are the reflection and being able to see that all the courses are overlapped, as is teaching. Everything affects everything and this affects the student experience. Don't be afraid to make mistakes, but listen to your students, don't be afraid to make changes as you are learning too, have reasoning behind what you are doing and verbalize it, keep being a student yourself, no tricks, keep things aligned and most importantly for me is value the student-teacher relationship and be yourself when teaching - you will enjoy it more and so will the students!

 Teaching is definitely more work then I could have imagined. I take the work home, and am constantly thinking of ideas and how to improve but it is very rewarding and allows you to be creative which I love. The PIDP courses have allowed me a chance to explore what teaching is , what it means to me, and who I want to become as teacher. It has been an invaluable resource in explaining what is happening in my classroom. Below is a summary of some of the courses.


PIDP 3100: Foundations of Adult Education - taking next and is my last course before the capstone. I originally took this course first but dropped out as I was having difficulty balancing being a new instructor and an online course. I do think it is ironic that I will be taking this course last but I hope it allows me to look at all the other PIDP course information with a wider lens.

PIDP 3210: Curriculum Development - one word Alignment!!! The value of having outcomes, material and assessment aligned. Being organized and having clear explicit outcomes. Learning how to do a needs assessment to help determine what the course should include. Lesson plans are very helpful and allow the instructor to follow a plan, reflect afterward and to have a  copy of what has been done. I now do these for every class, I think it gets me off on the right foot.

PIDP 3220 - Delivery of Instruction

I took this on campus as an Instructional Skills Workshop.  I found the learning environment and feedback to be just what I needed going into my first day of classes. I met with similar liked individuals and learned about resources on campus. The mini lessons where so much fun and I learned that short and simple is the way to go. BOPPS is something I use in my lesson plans every day. I found that the key to my teaching is to have a solid bridge in to grab the students attention and then tie it all together at the end. That was the most fun for me. I also took away that it is ok to be creative and to be a risk taker. If it doesn't work learn from it and make the correct changes. This was the first time that I had feedback on my teaching and realized how important this is to the learning process, immediate feedback.

PIDP 3230: Evaluation of Learning 

This was the first class I took that I  heard the word alignment and realized previous classes I had taught had this issue. I also leaned valuable skills in how to write a test item, (not called a question) and to organize an exam properly. Also learned about informal classroom techniques, such as the memory tool, and muddiest point. We did this exercise out of class and learned what a difference an environment can be on a learning setting.

PIDP 3240: Media Enhanced Learning

I did find this course difficult as I feel I have missed the technological bus. Creating a blog is actually fairly easy and can be very useful as it allows a place to record thoughts and ideas and hopefully get input from others. I looked at it as a great place to store ideas and to reflect. I loved the digital video project and found this very challenging and rewarding.  A very valuable experience for me as this is another way to be creative and to showcase material in the class. I also found the experience valuable because in our program we ask the students to create video projects and this allowed me to trouble shoot and to show students an example of my creativity.

PIDP 3250: Instructional Strategies

I loved this course as I found I could use the information right away in class. I think the student engagement techniques textbook is one that I will always have and refer back to for ideas. I have learned about how my actions affect the students and the value of relationships. Feedback, learning environment, extroverted student vs. introverted student, how to motivate students, and SETS where learned. I enjoyed this class because I would learn something new and then immediately try it in my class the following week. Remembering that each student is different and might require different tools to help with the learning process.

PIDP 3260: Professional Practice

I really enjoyed this textbook as well. In general, I have enjoyed all the classes because I see the overlap of the material and how practical it is. I have appreciated the feedback from instructors and feel that they want me to succeed. Self reflection was a big thing for me for this course. Learning about feedback instruments and the value of having one done midterm and at the end of term. They are only valuable though if you listen to the student and make changes.  I have learned again the value of relationships and the trust and authenticity that must be built to have a positive learning environment. Emphasis was also put on life long learning and I see that having a plan for my career is important.

PIDP 3270 - Capstone Project 

I look forward to making a project and am hoping to do something with Virtual Reality which was one of my discussion topics in Media Enhanced Learning.

Life Long Learning

What does life long learning mean to me?

I think in general it means to always be curious and to try new things. I always say you only live once, and for some reason I have always enjoyed meeting new people, experiencing new things, and asking questions. With this home made recipe comes learning.

As a professional, life long learning means staying relevant with the times. I can't expect to have the same lectures for the next 20 years. Especially in my field, technology is changing so rapidly. Trying and learning about new things will keep the job exciting and enjoyable. Also learning new things will keep me employable! Who knows what will happen as jobs become cut and our way of teaching education changes around us to include more online courses. If I do not learn and adapt I will be left behind.

We learn everyday and I think that is the excitement about living. I get a buzz about learning and a feeling of accomplishment, which makes me feel good. Positive reinforcement!

The world around us is constantly changing and adapting and so must we.

Below is a link to some benefits to life long learning.

One man's trash is another man's education

Arvind Gupta: Turning trash into toys for learning

I chose this video because I wanted to be inspired and work on being more creative with my lessons and activities. This talk didn't disappoint. His talk related to everyone in the room, was creative and the speaker, Arvind Gupta, was enthusiastic. He used things we throw away to demonstrate everyday science. Throughout the lecture, he mentioned that when the kids create he " sees a gleam in their eye." (Gupta, 2010) I couldn't agree more. I have a few labs and lectures where I ask the students to create, whether it be paper mache stomachs, using a paper clip to demonstrate the curvature of the intestines, or just drawing. I feel it is using art to teach science! I enjoyed another quote from Arvind - "what you use it for is limited only by imagination". (Gupta, 2010)  This is the challenge for instructors in my opinion, being creative and relevant to the students that come in every year.  This video showed that playing with material and creating can benefit learning. To me it doesn't just have to be an expensive model or a textbook. "People want to make things" and they get a thrill of what science is all about."(Gupta, 2010)  I hope I can bring more creative ideas and activities into my lectures for the benefit of my students. I keep on reminding my students that it is ok to have fun while learning, it doesn't just have to be serious. PLAY with the material.

Gupta, Arvind (speaker). (2010) Arvind Gupta: Turning trash into toys for learning. Ted Talk. Video retrieved from https://www.ted.com/talks/arvind_gupta_turning_trash_into_toys_for_learning#t-7348 

Ch.6 Lecturing Creatively - 12 minutes optimal for lecture material. How much for reading a blog?

Again all quotes come from The Skillful Teacher (Brookfield, 2015) unless otherwise stated. This chapter really allowed me to get some feedback on some practices I have been attempting to apply to my courses. I am happy to say that a lot of the recommendations in this chapter I am practicing.

"When we use any teaching approach, we need to be clear exactly what it's intended to achieve. This clarity should be apparent not just to us but also to students." p. 71
This is something I always have to remind myself when I am making up new activities and going over lesson plans. This keeps me focused!

I believe in the following quote 100% . " There's only one thing more contagious than enthusiasm and that's the lack of it."(Bligh, 2000)  p. 72 in the Skillful Teacher .
This is something I try to do every lecture. I have been in lectures where it is boring or the instructor doesn't seem to care and this doesn't make me want  to learn or even pay attention. I am hoping everyone is teaching subjects they are interested in but even I find it hard to be enthusiastic when it is a subject that does not grab your attention. Does anyone have any helpful hints when you are assigned a topic that doesn't peak your interest? 

Race(2001),  Brown and Race, (2002) and  Hepner (2007) talk about characteristics of helpful lectures. Some of the key points are:
" use a variety of teaching and communication processes"
" clearly organized so students can follow the head of the lecture's thought"
"model the learning behaviours expected in the course"   p.73 The Skillful Teacher

Excellent points and this allowed me to analyze what I am doing in the class and I feel that I have these characteristics in each lecture with the additional of student feedback. One of the first things I did when I took over a course was organize. Which helped me see the path better and therefore the student to. I share a map  of the course at the beginning when going over the course outline so there are no surprises. I think this really helps the students visualize the learning path we will be on. I also find organization to be key if you are passing the subject off to another instructor. It is a lot of work but I have found if you put the time in, it makes a big difference, especially for a first time instructor.

I had heard something like this before where students only hear the first 10 minutes and the last 10 minutes of lecture so when you are planning the course 20 minutes of material is all that is needed for an hour class and use the rest of the time for activities. I recently had the opportunity of sitting in on a lecture and this was the first time I had done so since  becoming a teacher. I found my thoughts wandering and this was a great lesson for me to remember because as an instructor I tend to forget how much energy it takes to learn. Bligh (2000) mentions "approximately 12 minutes as the optimum period of time in which students can be expected to listen to uninterrupted talk that focuses one idea or sub theme. "
I sometime get very excited about a subject and I want to pile on more information but I have to remind myself that sometimes less is more and that my job as an instructor isn't necessarily to give the students all the information but the key points and direct them to explore and discover on their own. We only have so much time for lecture! I really struggled with this at the beginning.

To piggyback on what Race, Brown and Hepner mentioned about organization. " Two ways to help students follow a lecture are to 1) provide handouts that provide the scaffolding for the lecture and 2) offer plenty of verbal signals when new points, changes in direction , or important caveats are being said." p. 78
When I read this it made me happy because this is something that I try to do in my courses as well. I have even made a symbol to put on my slides to grab the student's attention that this is a key point. Its' like finding Waldo in my Power points.

There is a paragraph (p.81) mentioning introducing alternative perspectives and I have had the opportunity of having another instructor sit in on my classes for most of the term. This person was assisting in the labs and I found this to be very helpful. There would be times throughout the lecture where she would provide a different perspective than me and provide examples for the students. I feel this really benefited the learning environment and highly recommend it. The key though is not to compete or feel threatened by someone else's perspective. Having a solid relationship with the instructor before hand built on trust really helped make this work.

Bligh, D.A. (2000). What's the Use of Lectures? San Francisco: Jossey-Bass.

Brookfield, S. D. (2015). The skillful teacher: on technique, trust, and responsiveness in the    classroom. Jossey-Bass.

Brown, S., and Race, P. (2002) Lecturing: A Practical Guide. Sterling, VA: Stylus.

Hefner, F. (2007). Teaching the Large College Class: A Guidebook for Instructors with Multitudes. San Francisco: Jossey-Bass.

Race, P. (2001). The Lecturer's Toolkit: A Practical Guide to Learning, Teaching and Assessment. London:Kogan Page.