Dianna Baltosser

Thinking about F2F course transfer/conversion: Subject matter that requires the use of hands-on tools and materials that may not be presently available to students during this period of uncertainty. Potentially a problem-solving opportunity or an impediment...?

Observe and make adjustments in a timely manner; be ready to change"hats" spontaneously.

I need to organize something to replace discussion, and apply this replacement to a course that is designed asynchronously, when I have only one student signed-up.

What tools activate different learning modalities? How can various content be taught in varied modalities? How will i know... by exploring different tools and reviewing for content and activity applications. I am clear with students when I try something new, to enlist their support and so they know i'm approachable, when something isn't working.

Invite feedback from peer evaluator about the course I teach.

I should always include objectives and clear criteria and/or relate the objectives to the reflective components, to create meaningful assessment.

Scafolding can be acheived through asynchronus discussion, through the knowledge brought forth by each contributing student. A learner can build on knowledge acquired from others.

I plan to practice using the existing formats and templates, to develop automaticity in accessing them myself, so that I can help my students locate learning objects easily.

I have wondered about the topics of behavior and attrition. How will I know why a student drops a course?

Feedback should always encourage more participation and further engagement in the course.