I learned ways to make a classroom work for everyone. I liked the recommendations of classroom layouts, conveying information using a variety of learning styles (tactile, visual, written, verbal), and breaking large tasks into smaller segments to prevent overwhelm.

I was not aware of the number of students who have a learning disability. I do appreciate that students are encouraged to advocate for themselves.

Mild TBI symptoms may not be overtly obvious, but understanding them, and how individuals may need alterations and accommodations to learn successfully are important to be aware of.  

Recognizing the high prevalence of PTSD in the community, and advocating for interventions early is super important.

AI is here for good, and the current labor force will need to learn and adjust to utilizing it for everyday job functions. Bringing it into the college classroom allows the upcoming labor force to be more equipped with the rapidly changing work environment. 

AI seems like a useful adjunct for course learning, especially for skill-based learning so students can utilize simulations etc. It also seems like a beneficial technology for developing class content, grading, etc. I do think there should be boundaries and clear institution standards on the uses of AI. 

I have learned to make sure I pay attention to each student's learning styles, and to accommodate my teaching methods when applicable to ensure each individual person can learn the information or skill I am trying to teach in the way that makes the most sense to them. As a clinical instructor, my role will be very hands-on, and I will be able to show my students in a variety of ways (verbal instruction, demonstration, discussion) about the skills they will be learning. 

I have been reminded/learned that language and literacy are not inherently dependent upon one another. As a nurse and soon to be instructor I take care of many ESL and non-English speaking people. I have to remind myself that just because they cannot write or read in English, does not indicate in any way they are illiterate. Just as someone who speaks fluent, competent English, they can be illiterate or not have an elevated sense of reading and writing in their primary language. I also learned that bi/multilingual people SHOULD utilize their known languages to help learn English.

I have learned to always differentiate between race (the social construct of physical characteristics implying a person's culture) and culture (the social/behavioral/communication characteristics) of a group of people. Simply that external features on an individual tell you nothing of that person's culture. As an instructor, it is very important to remember most people are blend of races, and you do not know someone's cultural identity based on these traits. 

Thus far in the course, I have not so much " learned" but have been given insight into the schema theory. I have always known, as a student myself, as well as preceptor, etc. that when someone is learning something new, they draw from past knowledge and experience first to frame learning the new information. I found this section very helpful, since I will be a new instructor, I can make sure I get to know my students' baseline experiences and knowledge to help them learn new skills and information in a way that makes sense to them, based on… >>>