Sandra Van Pelt

Discussion Comment

The module specified that for information to be retained and transferred to long term memory, students must repeat the procedure 45 times and/or for 30 consecutive days. I would like to know what specific research supports these figures. I have heard variations on this and would like to be able to document the validity of these numbers by referring to the professional research source. Thanks.

Sandra Van Pelt

Discussion Comment

Kinesthetic Options

I teach English composition and would like to have more suitable strategies for the tactile learners in my classroom. Would having students write an essay on the computer (after a lesson on how to write) be an example of a kinesthetic exercise? Thanks.

Sandra Van Pelt

Discussion Comment

Abstract vs. Concrete Thinking

I found the fifth question on the quiz about concrete vs. abstract application of knowledge problematic. It stated that "The instructor of a culinary arts program asks her students to identify the differences between natural and processed cheeses." I realize that concrete thinking involves the 5 senses, but the module defined abstract thinking as "seeing connections and applications." Had the instructor asked students to define or list the qualities of each type of cheese, I can clearly see it would be concrete. But identifying differences between two different things, to me at least, sounds like an example of "seeing connections,"… >>>

Sandra Van Pelt

Discussion Comment

Teaching to Musical/Rhythmic Intelligences

The module discussed the fact that this type of learner needs music for a learning environment. What are some practical ways of applying this in a classroom setting? Playing music in the background may work for a few students, but once when I tried it, some of the students asked me to turn it off because it bothered them. Another time, I allowed a student to listen to his own music (privately on a CD player--this was before the ipod) while he was writing an essay in class. Ironically, I was unable to use that time to grade papers as… >>>

Sandra Van Pelt

Discussion Comment

Reading/Writing Deficiencies

The statistics given in this part of the module I found really helpful. I like to share such concrete facts with my students when relevant. One statistic I would love to learn is the estimated number of vocabulary words the average person actually uses in day to day life.

Sandra Van Pelt

Discussion Comment

Kinesthetic Options

I could really use some specific suggestions about how to give students "kinesthetic" exercises to help them learn reading and writing skills. Obviously, teaching a cooking class or auto mechanics provides plenty of "hands-on" opportunities, but what about teaching English composition?

Sandra Van Pelt

Discussion Comment

Reassigning Group Members

The module stressed that it is best to avoid reassigning group members. This has often been problematic for me since in my courses the groups are set up the first class session and in the following sessions due to drops/withdrawals/absences some groups are drastically reduced, not only permanently but unpredictably from one session to the next (and because of absences, differing groups are affected in different sessions). Maintaining any kind of positive group dynamic becomes a real challenge. What are some effective techniques for dealing with this problem?