3250 – Classroom Inclusion

ponder_it.jpgEver sit in a small group an not feel like you are part of the group? Ever feel like you don’t belong and that you are not like the others in the group?  If so, you probably didn’t feel good in such a setting.  You probably wanted to leave this group in search of a group where you felt valued and included.

In a way, our classroom is just such a group setting.  It is comprised by several individualizes with a somewhat common current learning objective coming together from all walks of life to learn.  As facilitators, it is our role to ensure that everyone feel included and that we establish a learning environment that encourages our students to take safe risks, make errors and learn accordingly.

How do we do this? There are many resources such as this article for strategies to inclusive teaching.  However, I think the most important part of implementing any strategy is to role model such behaviour in a genuine manner for your students.  Be positive in your feedback and make the students feel good about themselves and their opinions. Help students realize that each person’s perspective is a gift that they are offering the group.

 

 

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3250 – Applying some teaching strategies

PowerPoint rescued:  I’m naming this as my starting point.  Today, I tried a new approach and used PowerPoint for my lecture but placed several small 3-5 minute video clips where students could watch simulation of various psychomotor skills that they were expected to gain.  With each video, we practiced application of the skill in class. Then showed new slides and next video and implementation of skills.

It worked like a charm. I just received a great email from a student thanking me for this session.  It was fun, engaging and interactive.  Student problems could be sorted out by peers as well as instructors walking about the room.  By the time we reached the clinical simulation lab, students had already been exposed to basic skills.

So, my personal conclusion is PowerPoint is only a tool that can be used in a weak manner or in a unique and challenging manner. It’s up to you.

On the negative side, I have to mention that this was a lot of work/planning/organization and more.  However, with the nice feedback received, it was well worth it.

I think my PIDP teachings is starting to change the way I teach.  Thanks PIDP teachers.

3250 – Asking the right question

https://youtu.be/APVaTRNQmJc

Spend 4 minutes paying attention to questions that matter.

Students ask one question that is content related per month.

Spend time to really listen to question so that you can really hear with not only your ear but your heart.

Take your problem…..spend 4 minutes to write down your question about your problem…..check out your questions, are they related to your problem??????  They may or may not be. You can look at your questions to see if the problem you thought you had was really what you were trying to solve. Deep thoughts!

Ask the right questions in the right  situation! This can be a gift to you and the world around you.

 

3250 – Rhetorical Question

question

Rhetorical Question is a question that is asked but an answer is really not expected; it is a question meant to make the listener think. For example, “are you really going to wear that?”

I like using such questions in my lectures to help my learners think beyond the lesson.  “Would you want this to happen to you?” related to a negative result from a poor clinical decision choice.  I think it helps strengthen the topic and helps learners think about the negative ramifications of the improper procedure/decision.  I also use such questions to emphasize great results. “Now, who wouldn’t want to do such a great job!”.

When used appropriately, this is a strong teaching tool.

3250 – Application of Bloom’s Taxonomy

Bloom’s taxonomy is used as foundation to help facilitators identify and further develop their teaching in order to obtain higher level thinking skills.  The link here is a great summary of the taxonomy, it’s uses and verbs that can be applied to our teaching. I wanted to include it in my blog for my future reference. It is comprehensive, includes outcomes and questions that can be asked at each level.

support-document-13-blooms-taxonomy-teacher-planning-kit.jpg

3250 – Humor in the classroom

In chatting about the use of humor in the classroom in our forum, I watched the video above and want to add it to my blog so that I can refer to it time and time again.  It is a great presentation about the use of classroom humour, when to use it, how to use it and how we can use it effectively.  The point of having subtle humor to build a relationship with our students is beautiful and so true. I think humor makes us ‘real’ to our students and creates a positive and open learning environment.

 

3250 – Education categorized

A description of Education 1.0, Education, 2.0, and Education 3.0My classmate introduced us to this table in her discussion forum.  I have to say that it is very interesting to me. Education 1.0 is simply like the education my children are receiving in their elementary and middle schools.  It is sad to me that parents actually see their children going to daycare when they are actually receiving a valuable gift from educators.  There is lack of adequate software and outdated hardware. This is why I made the sacrifice to put both of my children in private schools that I hand selected for them.  This comes at a great expense to my family, but it also provides a great piece of mind for me.  My children are so much more technologically savvy than when they were in public school.   I didn’t homeschool them due to my own lack of comfort, but I have gained a new understanding and appreciation for those who do homeschool their children.

Education 2.0 is where I feel my children are learning at this time as well as the university where I teach.  Both need to strive for Education 3.0 and teaching individual how to learn and that learning occurs in all ways and all parts of life.  I am not sure if I agree with parents seeing 2.0 as daycare, I think a lot do but probably a lot less than 1.0 parents.

3250 – Questioning Techniques

calvin_hobbes_ponder.gifhttps://youtu.be/cvMGza0Roo4

I really liked watching this video. Thank you for sharing it.  It led me to do some research regarding thinking critically about critical thinking.  I found this very interesting report that provides a deeper understanding of such thinking. I would like to share the part that I’ve attached at the end of this discussion.  I wanted to highlight that critical thinking is a part of our last forum of being a self-directed/discipline/monitored/determined learner.  Such learners do not stop at route processing of information. They question and think and critically evaluate their learnings (heutagogy).    Like Melissa mentioned (as in PIDP 3100), learners constantly change their beliefs and understanding by critical thinking.

Critical Thinking is that mode of thinking—about any subject, content, or problem—in which the thinker improves the quality of his or her thinking by  skillfully analyzing, assessing, and reconstructing it. Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking. It pre-supposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities, as well as a commitment to overcome our native egocentricism and sociocentrism.

Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way. People who think critically consistently attempt to live rationally, reasonably, empathetically. They are keenly aware of the inherently flawed nature of human thinking when left unchecked …They use the intellectual tools that critical thinking offers— concepts and principles that enable them to analyze, assess, and improve thinking.  They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason.”