Nichol Nicla

Experimental learning sounds very Montessori based. I think you'd have to have a certain level of dedication and drive for this model to be successful. I'm not sure that all students are disciplined enough for this model to ensure they learn all that they need to learn.

I like that with cooperative learning, grades are to be individual and group based. I do not know many people who really love a group project, but having been in leadership, I absolutely know how imperative it is to learn to work with people towards a common goal even when you don't all love each other! I think it is an essential professional life social skill to learn to get along when you don't feel like getting along.

We use reflection a lot with our nursing students. We teach them one way of doing things and when they have clinicals on the floor, they may see RNs doing things very different from how we taught them or even doing exactly what we told students not to do. Reflection is important in putting together the why of why we teach them an evidenced based practice method and why this really is best practice. It is important for students to think about how what they are learning applies to (or maybe doesn't apply) to the real world.

I like that this module talks about providing choice for adult learners. We always have multiple activities available so we can choose which will be most effective given what the students feel like doing and the mood of the classroom.

I learned that when we use ATI, we are using predictive learning and that this has other applications outside of ATI. I guess I really thought this was unique to this program.

I like the idea of having students reflect after problem solving. I think the statement about going from extroverted interaction to introverted action is interesting. In nursing, I think it is important that students know how to reflect and use this part of a problem solving skill set. Nurses make mistakes and encounter problems, but we do want to reduce these instances where we can and reflection could certainly help with that.

I really  like the idea of having the students watch the recorded lecture and then come to class with 3 things they learned and 1 muddy point.  We use a ticket to class that they are encouraged to complete while watching the recorded lecture but we can not make it a requirement so of course some students do not complete the TTC. Maybe having them identify 3 things they have learned might have greater compliance and having them identify a topic they could use more explanation on benefits them.

I like the comment in the IBL lesson that addresses  how instructors need to consider how comfortable THEY are with the teaching  method. I think this is a good point because an instructor may choose to not use a strategy if they do not feel like they fully grasp how the strategy should be applied. I also liked how UBD has the instructor think of the outcome first and work backwards. I think this is a very helpful concept and I plan to utilize this when completing my lesson plans.

My college is using a form of Turn-it-in to check for chatGPT plagiarism. The problem we have encountered is that various plagiarism checkers grade the same paper very differently. I think chatGPT is a great resource for students but they will have to be very careful about plagiarism and be prepared to verbally back up the information in their papers to support that they really did research the topic and know about the topic.

I like the idea of using chat gpt to help with recommendation letters. I always have trouble getting started, then once I do the process is fine and quick. I think utilizing chat GPT will help me  not dread the getting started quite as much and help me no longer procrastinate when it comes to this task.