I love the idea of the "one-minute paper" and the “three clear points, three muddy points” paper as a way to spot-check student learning in an effort to continuously evaluate students' progress. 

I have learned (and hope to remember and implement more often) that when giving feedback, it is best practice to give information to increase learning rather than using comments to justify the grade.

Scaffolding helps students to build on their prior knowledge, experiences, and skills with new knowledge presented in an online course to develop more complex and robust learning scaffolds.

Forms of extrinsic motivation (other than rewards) that can be successful include: extracurricular activities, helpful feedback, and new career opportunities (to name a few).

I can apply this to the classroom by incorporating in lessons how some learning topics lead to certain career opportunities.

“Autotomy” when associated with motivation refers to a student’s belief about the amount of control they have over the learning process.