Hillary Faeta-Ginepra

It was interesting to learn about the foundational baseline for workplace skill training.  I will certainly use this model when creating laboratory assignments.  Safety should be prioritized in the laboratory setting; I plan to use a safety and equipment sign off sheet to document this from now on!

I do agree to effectively assess student progress one must create rubrics that include purpose, practicability, reliability, and validity.  Rubrics help eliminate unclear expectations for both student and instructor.  I also agree that assessments should reach across cognitive, affective and psychomotor domains in order to be effective.

Instructors should use multiple strategies to address the variety of student learning styles and adapt those strategies based on the differences of individual groups of students/classes.  I found it very interesting to learn that studies have show students will gravitate toward more accountability/responsibility for their learning with less lecture; and demonstrate better writing and thinking skills in a cooperative/active learning environment.  I do offer an active learning environment...but still find that students come unprepared or have not finished required reading, etc.  

I find great value in providing students with competency based learning opportunities.  However, I do see where opponents are coming from when they say that clear objectives must be established in all three domains in order for the experience to become legitimate and subjective, demonstrating that students think critically and apply the theoretical practices into real world applications.  

I love the idea of using digital skill badges and building career portfolio's .  I will most certainly adopt this important tool for providing evidence to the prospective employer and the student themselves of academic achievements and professional growth.  I also like the idea of creating a personal management plan; again, showing students their progress and success to keep motivation and perseverance high.

Not just taking the class, but making the class!  Making sure each and every student is able to showcase their individual skills, talents, experiences, growth, and knowledge leads to ownership of the learning experience.  I do get to know my student's goals and career aspirations.  I like to show them how relevant what they are learning is to their future success.  I liked learning about the learning and growing method or building on experiences and immediately using new information as a strategy to increase student investment in the learning process.

I enjoyed learning about various methods to increase student involvement and participation.  I do agree that student motivation and self confidence are increased by giving them opportunities to be a proactive member of the learning process; and collecting their feedback on assignments, etc...that are based on shared learning goals or future career goals (seeing how this will benefit their success in their career).  I especially liked the information regarding developing rapport and collaboration; giving students a chance to see themselves as professionals is very important for developing intrinsic motivation.

The fact that students motivation is strengthened with "ownership" and a deep connection to what they are learning through real world experiences resonated with me the most.  The culinary program I work in does this by having students showcase work that they have chosen in our restaurant each week.  Most students do take ownership of the assignments, show excitement, and learn a great deal from the experience.

I enjoyed learning about tools to increase intrinsic motivation.  It was interesting to note that often what motivates the instructor in turn will motivate the student.  It was also helpful to see that extrinsic motivators can be the bridge to intrinsic motivation which is more effective and enduring; but use them sparingly.  

I make it a rule to allow students multiple opportunities to demonstrate competence in the class and lab.  I can see a big difference in motivation when I allow students a choice to practice what they feel will be most valuable to them while meeting course objectives.  I did find it helpful to learn how to tailor my response to incorrect answers during questioning.  I do see how this could create insecurity and fear of getting something wrong, especially in front of peers.