Kevin Duden

I had a conversation with a colleague recently where we talked about our students just "checking boxes," rather than actually learning. We have summative assessment at the end of the course but I'm thinking that at the end I also need to provide other ways for them to communicate what they learned especially if they score lower (or just slightly higher) on their post-test. The test is not necessarily a good indication of learning because they may have (and many do) learning disabilities or testing anxiety. I'm considering adding some verbal testing when I meet with the student to give… >>>

It's interesting that while going through the lessons, I often find that I am actually doping some of the things already without knowing it or what is called. I use formative assessments often during the lecture by asking them questions about what we have talked about. I need to do better by selecting students to answer rather than asking the group. We have a pre-test and a post-test (summative). I also have authentic assessments in that there are a few written projects they must complete such as a resume, cover letter, thank you letter, needs vs. wants assessment and a… >>>

I like the idea of a flipped classroom, but it won't happen in my situation. I can perhaps take some principles and apply them to my situation, but it would take much thought and organizing.

I've been thinking of a way to have the students reflect on what they learned from their manual because it covers things we don't always cover in class.  The difficult part of any changes I make is are they sustainable? I have 1000 students a year coming through my classes, so I have to make sure it's something I can keep up on because I have to multiply everything by 1000! :)

While I don't completely understand the JiTT concept, I think I already use something similar or maybe similar to a "flipped classroom," The students have a manual and are required to complete the book work prior to the F2F; it has to be done to enter the classroom. I think many of my students likely do the work just before they want to attend the class session while others may do it ahead of time. One issue is what is included in the manual may not be what is covered in class. I think I need to find a way… >>>

I would really like to try some Game-based Learning (GBL), but am somewhat limited technologically.

I work in a prison school and we have a standardized test all teachers use, but it does include T/F, multiple choice, and matching answers. I think the system can handle other types like completing the sentence but you have to add in several possible answers for it to score.

I tend to like my classes to move pretty quickly to keep the flow, so slowing down and giving students time to answer a question will take some effort on my part. I also direct many questions to the group and will try to deliver them to individual students because I have definitely noticed more confident students taking over. I also ask if everyone understands too much and will try to break that habit.

Due to my situation, a prison school, none of the students can have access to the internet. So, the only real technology I can use is PowerPoints and videos. I do have access to a school web (intranet) that has thousands of videos but it would take some planning to figure out how to incorporate those into my sessions.

I start every session with "dad" jokes that kind of relate to the subject but can see the value in having some kind of activity as a "hook."