I didn't realize that IEPs stop at age 21. That's interesting as we have many learners returning to school who are over 21. 

FReminded of “structural supports” – possibly an outline or something that helps student take notes-- and how these are an integral part to student succuss.

Love the research supported ideas in this program. The importance of group size was helpful to think about—too big the work doesn’t get done and people can’t make contributions. Research has shown that groups with six to eight members get the most work done. 

I used a lot of examples as that is one way I best remember things. It was interesting to learn that this actually has to do with Episoic Memory. Episodic memory is much stronger than rote memory. When students are given examples that relate to their life experiences, memory retention is much greater. 

Reinforcement is effective when it’s customized and valued by the student. This is something I can learn to look for and find various ways of reinforcement.

Great reminder that some of learning is about motivating our students. A good idea mentioned in the course was to poll your students after an assignment. Sometimes I may not be accurate in thinking the assignment went good or bad. This will give me additional information

Liked to idea of helping students debrief from another class. I have helped students debrief on a few occasions – it really helped to build rapport with them. 

I like the idea of going into the classroom to look at the environment through the eye of my students to better understand their needs and build awareness of the classroom setting I have created. This is something I will be doing for all of my courses. 

In order to do something well, there is a learning curve. One must go through the process of doing something poorly and be vulnerable. 

The Harvard example was great for dealing with the "expert". It's not enough to simply understand the concept but you must be able to articulate the concept in such a ways that others can understand it.