Eliecea Wheeler

From this module, I learned that status assessments are essential for understanding how students are progressing and for identifying when adjustments are needed to keep both students and the course on track. I also learned that assignments may be too difficult for some students if they lack the necessary background knowledge or experience. Using pretests can help determine students’ readiness and guide the development of instructional materials, and collaborating with admissions to better screen students can further support their success.

From this module, I learned that effective instruction goes beyond teaching content, it involves helping students analyze situations, apply their knowledge, and develop both technical and soft skills essential for success in the workplace. I also gained a deeper appreciation for using a multi-sensory approach and demonstration teaching to strengthen student understanding and retention. These methods connect cognitive learning with hands-on practice, creating those valuable “aha” moments that motivate continued learning. Moving forward, I plan to be more intentional in selecting and using classroom media, keeping it neat, focused, and supportive of instruction.

This module reminded me how important it is to stay flexible as an instructor. Student groups can change quickly, and being aware of who is in our classrooms helps us adjust how we teach and support them. I really like the idea of taking a short pause during class to simply observe how students are working, interacting, and engaging can tell us a lot. I also plan to keep my classroom and lab spaces more organized so students can easily find what they need and stay focused on learning.

Learning activities with a pre-determined ending are not project-based learning. 

I would like to try adding a simulated workplace to my curriculum

Keep in mind that it is not about what you are teaching, it is about what they are learning!  I really like this statement, and I plan to keep it in mind as I lesson plan. 

I like the idea of the flipped classroom because it allows students to engage with content at their own pace before class and spend in-class time practicing skills, asking questions, and applying what they’ve learned. I plan to incorporate this model to create a more interactive and student-centered learning environment.

I learned that student evaluation should support learning, not just assign grades. Using activities like “Muddiest Point” helps identify areas of confusion and encourages peer learning. Effective summative assessments should include all three learning domains: cognitive, psychomotor, and affective. I plan to use “Muddiest Point” in my classroom to check for student understanding.

In this module, I learned about Bloom's Taxonomy and how it can be a useful framework when writing course objectives. I plan to apply this knowledge by using action oriented verbs from the taxonomy to create clear, measurable, and developmentally appropriate objectives for my students.

Additionally, I gained a better understanding of the differences between goals, objectives, and outcomes. 

I’ve learned the importance of a first impression and how it can set the tone for the rest of the course. I want to create a positive and engaging experience from day one. To help with this, I’m looking for a fun way to introduce my students to the lab space, something interactive that makes them feel comfortable and curious. I’m also planning to start using Bell Ringers to get students focused and ready to learn as soon as they walk in

When a student acts out, it’s important to look for the why behind the behavior. Often it’s not about defiance, it’s about an unmet need. A quick private conversation can help, and remembering Maslow’s Hierarchy reminds us that students can't focus on learning if basic needs like safety or belonging aren't being met.