I constantly am learning fro discussions with my students during class. I also think that learning never stops. Taking professional development courses and observing other instructors is a great way to grow your skills.
When I'm deeply absorbed in what I'm learning, it's a challenge to remember to balance anything--sleeping, eating, etc. When I surface, however, I try to build in another step, an extension. I've been revelling in the newly acquired knowledge; then I ask a typical technical writer's question: so what? How can I use or apply this? The next logical question, from the teacher's--excuse me, facilitator's-- point of view is this: how can I share this with my students? If I take that a tad further and ask why they might be interested and how might they use it, I'll probably think of contexts related to their professions, which could provide useful activities.
While the Force is always with us, sometimes it appears as the Farce, which also leads to enlightening up!
They don't seem to mind at all. When I am in the class with them its just another set of eyes and another brain. It also turn our student to instructor ratio from 16:1 to 8:1. The students really enjoy having to instructors in the class and lab. We are also trying to schedule all of our instructors and make this work at our campus. We have had meetings about it and everyone here seems to like the idea.
Hi David!
I like this idea - but how do other instructors feel about you being in their class?
Good job!
Jane Davis
Ed107 Facilitator
I enjoy sitting in on other instructor's classes. I do this to help myself learn new ways to help students retain information. I also find myself learning more about the subject. The more information I pickup, the more information I can relay to others. Doing this doesnt take anymore time than usual. Its a part of my day that has become a habit for me. Just like others that make it a habit to check their email.
Good for you Lillian - a great approach!
Learning together is so powerfull because everyone has the opportunity to express their views and opinions. An excellent critical thinking activity.
Keep up the good work!
Jane Davis
Ed106 Facilitator
If I feel like I need to learn more about a certain topic but lack the time to do so, I open up discussions in the classroom about what they've heard about a certain topic or maybe recent news they've heard. Those snippets are easy to remember and they make my learning more guided and easier
I am not always successful. Fortunately, I have a sound basic knowledge of the courses, but I don't always have time to do the extra prep of researching activities, planning activities, etc., as I teach many classes at different schools. However, whenever possible, I do find quick, low prep ways to add interest to the classroom. For example, a deck of cards can be utilized for many activities.
Hi lillian!
I really like your terminology - a community of learners - based on what we learn from each other. I can't think of anything more appropriate for a classroom leaners. Something we have to work on improving for on-line learners.
Keep up the good work!
Jane Davis
ED107 Facilitator
It sounds like you effectively incorporate the opportunity to model both learning strategies and behaviors for your class. I'm sure that your students appreciate the chance to learn more from you than just the content, but the applicability and study habits as well.
Hi Fred AND Dan!
Balance, flexibility, patience, love of learning and instructing, communication skiils, knowledge of challenged students and how to help them grow, empowerment, podium skills, interaction skills. . . . . . .
I could go on and on in describing how and where instructors must grow as a learning facilitator. Pat yourselves on the back - you are an awesome group.
Keep up the good work1
Jane Davis
ED107 Facilitator
You're absolutely right. Mutual respect and the willingness to learn from anyone's expertise truly promotes a community of leaners, creating a safe environment for all to contribute.
As I am looking up needed information on a topic I try to incorporate personal/real world experiences to use as examples.
Also, anything that helps me remember information I will suggest to the students so that they may develop their own method to remember using mine as a guide.
Depending on the class size and classroom time I like to incorporate group discussion/debates if applicable. Hearing information from another students perspective also facilitates learning.
As with most jobs, your work is never completed only at work. As a facilitator you have to put in your hours off the clock on your on time to develop completely. If you are only putting in the hours at work then your knowledge and facilitation of the topic will be refelctive of the hours of preparation.
You will find this task easier as you teach the course each time. As with anything practice is key. The most important thing as the facilitator is for your to be prepared.
I often find that selecting to research new information or methods WITH students gives both the students and the instructor the opportunity to construct knowledge together, activating prior knowledge and linking it to new. Students seem to respond well when asked to bring back research and information on a topic they are interested in and that we all want to learn more about. For example, there are always new innnovations within sustainable products, and bringing that to a class is advantageous for all, including myself.
I often find that selecting to research new information or methods WITH students gives both the students and the instructor the opportunity to construct knowledge together, activating prior knowledge and linking it to new. Students seem to respond well when asked to bring back research and information on a topic they are interested in and that we all want to learn more about. For example, there are always new innnovations within sustainable products, and bringing that to a class is advantageous for all, including myself.
I value the students opinions and experiences in the classroom. While I may be the "teacher" I feel that there can also be value in the studnets teaching me about their knowledge of the topic too. I balance my knowledge and my openness to learning from the students.
THE INFORMATION I PRESENT CAN ONLY BE MEMORIZED, SO I HAVE TO STRESS THE NEED FOR THE INFORMATION AS IT WILL RELATE TO THE JOB THAT THE STUDENT WILL SEEK UPON GRADUATION.
I THINK YOU GOT IT PRETTY WELL TOGETHER,NEAL. BALANCE IS THE KEY TO EVERYTHING, AS IS THE ABILITY TO BE FLEXIBLE.
