About me
Collin Derrick
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Discussion Comment
It was somewhat of an epiphany for me to see that, with access to all of the internet, these younger students need to understand the relevance of what they're learning. How do I communicate the relevance of something when what we're discussing is very basic/foundational and the explanation involves concepts and techniques that they won't even understand yet?
Discussion Comment
I am always surprised how many non-auditory learners I have in my audio production classroom. It amazes me that people can want to go into a field and have little idea of how to process/learn in that primary method. Do you think it's possible for a non-auditory learner to properly absorb and apply the material in an auditory driven field and classroom?
Discussion Comment
How important is it to do things in the order listed in the "game" for this module?
I know that some things should come before others (introductions before in depth discussion of the course requirements) but I found that many of the things in the list seemed a give or take for which comes first. Is it really important to discuss my accessibility before I take attendance? Or to show the text before I give a course overview?
Discussion Comment
As a relatively new and young instructor I find that there is almost no end to the ways I can improve upon what I do in the classroom. I would love to spend more time observing other instructors, taking additional classes, attending conferences, etc. but find that I often run into two barriers: One, I have trouble making the appropriate time under what seems to be an impossibly long list of "other" administrative duties that keep me occupied. Two, the budget for conferences, classes, materials, etc. seems too thin (nonexistent, maybe?). Any suggestions for improvement that can be squeezed into… >>>
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