Hi Randy!
Good job! Do you ever ask for student feedback -other than the end of semester evaluation? If you have done this, I am curious what type of feedback have you gotten?
Keep up the good work!
Jane Davis
ED107 Facilitator
I am constantly reviewing new material as well, but I often feel I will never be caught up. The technology changes so fast.
I realize that I don't alway know everything in my subject area. I am constantly reviewing new material and seeing if I can incorporate that information into the classroom. I try to change the information that is being presented by reflecting an activity with new information. Thus i have a new way of introducing the new information that I have learned.
I update the information by giving them current news information for both my subjects(Environmental Science and Physical Anthropology). I might have heard it on the radio, read it in the newspaper and/or in scientific journals. I even ask students, whether they have heard or read anything related to the subject. This way I learn from them.
I walk around the class, and try to involve most of the students. I follow up student evaluations and improve my skills, so that every student learns in my class.
I update the information by giving them current news information for both my subjects(Environmental Science and Physical Anthropology). I might have heard it on the radio, read it in the newspaper and/or in scientific journals. I even ask students, whether they have heard or read anything related to the subject. This way I learn from them.
I walk around the class, and try to involve most of the students. I follow up student evaluations and improve my skills, so that every student learns in my class.
I do so by self-critiques, utilizing information garnered through student evaluations of the course and the instructor. Primarily, I observe my students reactions and interactions in the classroom, seek to identify weak areas and areas of strength within my instructional capacities.
We are beset with skimmers who look for the bullet points but in order to really grasp some topics it is necessary to slow down and focus your thinking. I think the ability to focus that you describe is evolving out of our processing paths. The barrage of info that our students face encourages them to be hasty. Your focus would be a good skill to impart somehow.
I am constantly trying to learn more about the subjects I teach. Typically, by way of keeping up with new literature, and magazines. For example, I just found a documentary on PBS that directly related to an inclass exercise that I do. It futher emphasised what was being taught in the exercise, and the students were able to see how the exercise is applicable to the "real world". My students loved it...especially when there is extra credit involved.
I reorganized the class period specifically to fit the film with the inclass project.
So far, this is the second term that I am running this exercise in three current classes, and it is very well received.
I try to read material for the subject I'm teaching.
Hi Lisa!
As I started to say - shared learning between individuals is so valuable for ligitimizing personal successes for student and facilitator.
Keep up the good work!
Jane Davis
ED107 Facilitator
That is a tough question. I am not always good at balance. I tend toward single-minded learning. In school, I tackled several topics at one time, and I prep daily for presentation in more than one subject, but left to my own schedule I tend to concentrate on just one source of new information at a time.
New materials are continuously making their way onto the market. I share the discovery with my students when I require that they research and report on new materials. This allows them to 'be the expert' thanks to their own efforts; it allows them to legitimize themselves as a professional would do who is an expert in their field.
I am passionate about teaching and about the subject matters I teach. I find when you are genuinely interested in your subject matter profession and the profession of teaching, you will always want to learn and apply new knowledge to both.
I like to bring a sense of excitement to the learning process, and that comes with trying to be a constant learner myself. I have often said to students "I refuse to teach a dull class!" There is no such thing as a dull student -- it is up to the 'facilitator' to create a sense of excitement in the learning process and to see it as a challenge to liven up each class. That inevitably contributes to growth as an instructor.
In the culinary industry there are new techniques and products becoming available that we have to learn about as industry professionals. Which in turn we have to educate our students about. This allows us to learn how each one works and its functions which gives the capability to use a new way of teaching to the students. Not all product or techniques will be demonstrated or taught in the same way so a new way will have to be used or created for this specific purpose
It seems to me that the two go hand in hand - learning more about your subject matter is not a chore if you are interested in ot yourself, and it goes hand in hand with deveoping new teaching strategies.
I'm always learning more about the topics I teach through professional events. I attend conferences and meetings that directly pertain to the industry I cover. I am lucky enough to work with many wonderful learning facilitators. We meet once per term and I'm always learning something new from hearing what works for others.
the honest truth is that I'm a scavenger and collect facts as I encounter them. Sometimes I am actively seeking them out and in that case tend to collect a heap all at once. Other times it is a chance encounter with a new idea that I add to my 'database' (whether it be a physical or mental record). Working, studying (in grad school) writing (textbook author) and working as an independent designer affords me plenty of opportunity to encounter a variety of ideas that often have cross-application. Balance is quite a balancing act!
Hi Stephen!
I really like the idea of being prepared - but I think being perpared is expected. So going the extra mile and encouraging mutual learning between student and instructor is the natural progression. Then evolution in a classroom works very smoothly creating additional and new enthusiasm AND continuing learning opportunities.
Good job and keep up the good work!
Jane Davis
ED107 Facilitator
I use half of my class time to teach and the other half time for students to exercise.
