Courtney McKendrick

Blog

I just completed ED310- Teaching Medical Terminology in Fun and Exciting Ways. This class would benefit any instructor who needs to liven up boring class content-- not just medical terminology. The course gives many example activities a teacher can use to engage the class and help the class remember dry material. I look forward to using the many activities in the future.

Courtney McKendrick

Discussion Comment

Whole Brain Organizer

This is by far the activity I am most excited to try. When trying to remember difficult words often of latin origin that are not frequently used in everyday vocabulary, silly words, phrases, or picture association is best. I remember struggling in organinc chemistry trying to remember different compounds and how to identify them. The one that stands out to me (still today 10 years later) are the Ester formulas. We called them "Ester bunnies" because of the amounts of oxygen in the formula (lots of O's) so we remembered them as eggs. Silly but it definitely helped me remember.

Courtney McKendrick

Discussion Comment

Purpose of activities

I think the point made about explaining the purpose of the various activities is very important. Some students are used to learning in the dry and monotonous lecture classrooms. When an instructor provides an activity, especially a fun activity, students may be taken off guard and wonder how it is an efficient use of class time. Explaining the purpose and the learning value of the activity to the class will clarify students' concerns and help them enjoy the activity more.

Courtney McKendrick

Discussion Comment

Educational Level of Risk

Based on the information that emotion creates memory, would the fear and intimidation associated with a high educational risk help students remember the topic? I was thinking about the educatioanl risk involved in the Socratic method used in most law schools. Law students expect to be called on and engage in an active debate in front of the entire class. Would this type of learning be deemed more appropriate if students expected it from the first day of class? Would they be more prepared and remember the material? Or is it a just a bad idea in general?

Courtney McKendrick

Blog

ED 101

I just completed the ED 101 course and found many valuable pieces of information. I am taking on a new instructor role at a professional school where I will be mostly supervising the students-- not ever lecturing. At first I was skeptical about how this course could help me if I am not in front of the classroom, but many sections of the course will aid in my new role. The sections discussing the roles of an instructor and defining professionalism pointed out many things that apply to instructors in all roles. Also, the sections discussing the learning styles of students were very interesting… >>>

Courtney McKendrick

Discussion Comment

Curriculum and Supplemental Materials

I was just thinking about instructors I've had in the past that relied too heavily on the curriculum given by the institution or college. While a curriculum is important to follow, the instructors that mereely followed the curriculum seemed uninspired. The instrutors that stood out in my mind always went above and beyond and included supplemental materials. The supplemental materials and additional learning activities expanded on the curriculum and displayed the instructor's enthusiasm towards the subject. When an instructor is enthusiastic and inspired, it is contagious and motivates the students.