Many of these items are completed in our efforts to improve our courses but not all of these ideas are put into practice. Is more really better or can we use 4-5 of these cited methods and come up with a positive result?

The concept of summative and formative assessments is not new but the clear delineation between them is good for my understanding of why we do these assessments. I like doing both but struggle a bit with not providing a grade for the effort put forth on formative work. I do adhere to the idea of providing extensive feedback on assignments in order to enhance the student's learning. 

The concept of scaffolding was unclear in this material. At one point the reading said there were 8 aspects of scaffolding, but these eight items were not clearly defined anywhere. I think it is good concept to keep the instructor focused as well as the student on actual learning activities versus busy work. Just not sure how well developed this concept is at this point and how I may apply it. To be honest, it seems like someone is trying to make this a new cool idea with a new application of language to a process that really is just… >>>

The concept of a repository of materials is a great idea and would save time. I have a small Google Drive based group of materials but most of these items come from the course reference materials.

Many of the accommodations presented are easy to provide and, in my experience, students with learning disabilities are highly motivated and resilient individuals.

The suggestions to support ELL students are not difficult to incorporate into my anatomy and physiology setting. Everyone is most likely learning a second or third language because medical terminology is based in Latin and Greek. So, there is a ton of repetition however, I do not focus on the sounds of the language for the ELL students, and I think that would be a good place to start.

I use a random assignment for any groups in my class. When we proceed into our profession, you are going to work with all kinds of people, good and bad. So, I take the tact that they need to put on their adulting hat and get involved in the group activity. Next time there is a group, they will have a different grouping of people.

Good points all through this section. Eye contact, moving around and not hiding behind the desk are key factors for my teaching method as is my storytelling. I try to link the information to something they may have had experience with, are interested in, or will see in their upcoming professional career because I have seen it myself. 

In the general education levels of basic sciences where I dwell, the essay questions are not practical. The T/F, multiple choice and matching questions are most commonly used due to the large volume of information that needs to be learned at the knowledge and comprehension levels. As the students' progress to pathology or a course on public health, they will then need to reach into the application, analysis and synthesis levels, so essay questions become most effective. 

Asking individual students is something I have done but upon listening to this course work, I feel like I do not provide them with enough space to come up with the answer independently. I go to asking them more questions too quickly. I will definitely slow myself down.