Jay Hollowell

Good point, Keith! We are subject matter experts first. To take your analogy further, a roofer without the right materials and tools = a leaky roof (smile). Jay Hollowell ED106 Facilitator

Hi Suzanne! I too had a philosophy professor who stared at the floor, plus he paced back and forth on the same path in the front of the classroom; sadly, that's all I ever remembered about the course. It otherwise could have been so engaging with discussion, examples, debate and activity. Thanks for your comments, Jay Hollowell ED106 Facilitator

Hi Keith! It's good to see use of these different methods. When you have a moment, could you give us a little more information on your use of the MP3 player as a resource? Thanks! Jay Hollowell ED106 Facilitator

Thanks for your observations Ulises, this is a good point, particualrly since communication skills are so valuable to the workplace and hence to career success. Jay Hollowell ED106 Facilitator

Hi Abigail! We talk often about how eye contact creates a more personable and connected learning environment among instructor and students, however you add an additional valued purpose. We can often see in a student's eyes whether he or she is comprehending a concept or frustrated accordingly. Thanks for your observations! Jay Hollowell ED106 Facilitator

Hi Stanley! I really like the approach of using the learning group project as a preface to the individual assignment; plus the outline you provide certainly provides guidance for the brainstorming sessions. Some instructors also have the group develop some "team ground rules" to help keep things on course. Thanks for you suggestions! Bravo! Jay Hollowell ED106 Facilitator

Hi Sara! Excellent point! Teams develop leaders -it is so workplace relevant! Thanks, Jay Hollowell ED106 Facilitator

Hi Barbara! These are excellent approaches and very personalized. I hope that all of our course participants review them. The "old" instructional advice in the field of education was to "teach to the middle." This was, in fact, dangerous because it did not take into account the many student learning styles and levels of comprehension. We as instructors, to your point, need to get to know our students professionally - their modes of learning, challenges, motivation. Thanks for you input, Jay Hollowell ED106 Facilitator

Hi Jillian! I like this approach! Could you give us an example of how a student might introduce his/her learning experience? Do you ask a series of questions? Is it more informal? Thanks! Jay Hollowell ED106 Facilitator

Hi Lisa! It can be typical, as you know, for groups both in class and in the workplace. Some instructors have each group draft a member contract that clearly defines ground rules, the team's expected outcome, and the individual members' roles and responsibilities, and attach a percentage of the grade accordingly. Thanks for your post! Jay Hollowell ED106 Facilitator