Question

1.) When using third party technology in the classroom and for teaching/learning, what if any NDSU policies apply and what is the best way to make sure we as instructers are "covered" by them?

Active Learning Strategy

Studying and discussing the various active learning strategies and how they impact student understanding of course material and overall learning has really opened my mind to new ways of approaching the same material. Many of the strategies we've discussed are implemented in various ways throughout the educational experience of students. Whether or not the strategy is effective definitely depends upon the level of skill and enthusiasm in which it is presented. With that said I feel all strategies have potential to be utilized and fill a specific role in the classroom, but for this post I will choose problem-based learning and case studies as the stragety I will focus on.

Setting up for problem-based learning and case studies relies heavily on a teacher's understanding of the class and where they are in their learning progression. It is imperative students have the necessary cognitive tools at their disposal to effectively discuss and evaluate the studies being addressed. Once the students have reached the appropriate level case studies are a very effective means of drawing together knowledge from many areas of not only education, but also life. This combination and restructuring of how questions are addressed and answers formulated represents the most valuable and often overlooked aspect of education, application. Using this strategy appeals not only to students eager to learn traditionally but also those more interested in what takes place outside the classroom. When correctly facilitated by the instructor we have the ability to teach students knowledge and application in the same exercise. Without the ability to apply knowledge and in turn use that application to learn for future situations students will have a difficult time functioning in the "real" world. I feel equiping them for success beyond the classroom is the most challenging aspect of teaching and the reason for me being involved in this course.

Assessment Reflection #2

I definitely missed the deadline for this post! Assessment's from a student's point of view, obviously mainly my own, would tend to funtion as a very effective gauge of what the instructor would like the student do absorb from the class. After taking an assessment of any kind it is definitely eaiser to focus on what seem to be the most important aspects of a lecture or other form of instruction. Using feedback in the from of grades, comments, etc. makes it possible to develope a more complete understanding of the class and instructor, better enabling a student to have a successful experience.

Formative Assessment Revelations

The exercise from class Thursday definitely forced me to look more closely at formative assessment. Getting down into the actual “nuts and bolts” of designing a unit and all that it involves showed me how little experience I actually have incorporating it and learning through it. It’s extremely difficult to create assessments which I have never experienced personally and don’t necessarily know how effective they will be. With that said, trying to describe the most significant features of formative assessment is another daunting task. In my opinion, they are the use of backward design to develop a manageable progression of concepts, and regular assessments to evaluate the class’s progress. This approach allows for a structured yet adaptable framework for a successful teaching and learning experience.

Interview Questions

My questions are fairly open ended and on a subject about which there are many incorrect preconceptions amongst undergrad students.


1.) Draw a simple diagram representing your
understanding of the Carbon cycle as it occurs in nature.

2.) Briefly explain your diagram.

3.) What, if any, elements of your diagram are
changing/being manipulated by our current global land and resource use.

4.) Describe what changes, if any, will occur in the
future due to the increase focus on atmospheric carbon levels; environmental,
sociological, etc.

5.) Do you feel your understanding of the carbon
cycle is sufficient? If yes, why? If no, why?

Teaching Philosophy (Revisited)

While reading through the three philosophies assigned to me it became very clear we all have a passion for teaching. But not only teaching, teaching in a way that promotes each student's individual growth. This is the most important aspect of our philosophies and what I feel will set our generation of teachers apart from the generation that taught us. A new focus and understanding of what the needs are in the classroom and how to address them will hopefully give us the tools to revolutionize the academic world.

Within my own philosophy I would now try to add more imaginative ways to better assess each student. Reading through the philosophies of others, especially other disciplines, has shown me new and interesting approaches. I look forward to gaining even more insight into the experiences of others as the semester progresses and creating a revamped teaching philosophy.

What is Learning (Revisited)

The definition I chose and the explanation of my personal understanding of what learning is and involves, was reinforced by our reading and discussion. Focusing on learning as a process was a focus of the reading and the main focus of my definition. It's important to remember and reinforce the many steps and often overlooked aspects of learning, assimilation, and transference. Without being aware and constantly and consistently challenging the students to learn and use that knowledge, we are not being as effective as possible.