Heather Goodworth

I have really enjoyed this module! The 30-second Talk-about is GENIUS!! I am so excited to use this in my classes this year! It is humbling to realized I've been "doing it all wrong" all these years - Lecture, lecture, lecture -- that is what was modeled for me as "good teaching" where the teacher was the source of all knowledge & answers and students were empty vessels waiting to be filled. I am so excited and grateful for all these tools I am gaining through these courses. Thank you! Thank you! 

I had never thought of sarcasm as "hostility disguised as humor" -- I tend to use sarcasm a lot & will rethink this approach moving forward. 

Work to build rapport with students and a therapeutic environment in the classroom. Then be ready to help students who report / show symptoms of trauma get the help they need to regain health and happiness.

This was a difficult module to work through as I was one of "those kids" growing up - Lots of trauma. Lots. I could easily recognize many of the behaviors that landed me in trouble (socially, academically, etc.) as I read through the different descriptions. Having exhibited many of these behaviors during adolescence it is easy for me to identify the students who are struggling like I did, but can be challenging to remember that there are other symptoms, other ways to process and respond to what is happening / has happened in your life. I guess for me the… >>>

Reporting suspected abuse is HUGE - so much is hidden, that if the abuse is bad enough to be suspected, it's usually pretty bad. As educators, we have a duty to protect and ensure the safety of our students to the best of our ability.

Lots of gret options here - We currently use simulations, clinical experiences and skills labs to help build the knowledge-base our students need. I look forward to implementing the QFT model in my courses. 

I've never really done a lesson plan -- I can definitely see the advantage in pre-planning to make sure you're actually focusing on the objectives & outcomes that are most important. This also serves to make sure your course is in alignment on every axis - I've downloaded the Indiana lesson plan template & am excited to use it. 

As a side note: The link to the lesson plan template from Rochester (?) didn't work. Looks like that page is no longer active. 

I am looking forward to going back through my course and aligning my course objectives with my summative and formative assessments. I like the idea of looking at formative assessments as a way of guaging where students are with the stated objectives. Often, the content covered in a single class period is so immense (I teach college-level nursing courses) that it can get overwhelming trying to figure out what to focus in on (for me and my students!) - coming back to the objectives, then building formative assessments to reinforce those objectives and summative assessments to evaluate mastery . .… >>>

Although I was formerly familiar with program-level alignment, I hadn't given much consideration to course / lesson alignment. I love the emphasis on workplace skills - especially soft skills and employability! SO HUGE! 

This course has given me a lot to think on -- I have worked on goals & objectives with individual students, but usually only after they're in trouble in class. I can see where it would be valuable to do this right out of the gate - get their buy in within the first week or two. 

Everything can change in an instant and it's on us, as instructors, to be aware of what's going on in the classroom, lab, workshop, etc. Often, it seems, there are behaviors that precede risk-taking activities (horseplay, goofing off, etc.) - It seems the trick is to be able to identify the line between students enjoying the class and things getting out of hand and nip it in the bud early.