JoLynn McBeath

making notes on how the lecture went. I find myself wanting to forget how it went and then not making productive choices in the subsequent class sessions

Good to know that an angry student needs you to listen. This was mentioned so many times, I believe it must be very important.  I can see how this can help them calm down and hopefully be able to express their frustration. At my institution we don't have flexibility to change up the exams.

it was interesting to me about giving the "center-stage" student the role of the observer. I do worry this would be perceived by some that they are being silenced.

The syllabus needs to be clear with expectations and guidelines

I learned the different types of tests as well as the benefits and drawbacks of each. Fortunately, our tests are created for us. HOwever, I see when I was making my own tests, I was not selecting the best types of questions to test student knowledge. I was usually requiring them to recall information rather than use higher level thinking.

I learned that I will want to periodically test students knowledge throughout the course to ensure they are grasping the information, but also to assess my effectiveness in relaying the relevant information

I learned there are numerous ways to ask questions as well as how to respond ot them. I learned that I am often asking questions that are too broad leaving the students disengaged and frustrated. I also was reminded that I want to work on being comfortable with silence to allow students time to process and answer

I learned that low performing students can improve their scores by 10-15% when learning in their domininant learning style. I also want to use the magnet activity that was given as an example by the veteran instructor named Mev. I will come up with a plan to assess the learning styles in my course such as a VARK assessment on the first day of school