Shane Fahey

There is a fear with doing anything unconventional, especially if it is unsuccessful. However, the alternative would lead to a dull class where learning isn't maximized. 

In a nursing context, critical thinking is best used when deciding on what intervention you will use; analytical thinking is best used when gathering information (patient presentation, labs, imaging, etc...) and synthesizing it. 

The video of the professor talking about the only way to get to doing the right thing well, is to first do the wrong thing poorly. It's reassuring as a first-time instructor. 

I like the idea for silent students: work groups, student panels, share their experiences and getting to know them. Some silent students are introverts and may thrive better in non-group settings or giving their answers in the forms of writing. I'm interested in more avenues to connect with and assess knowledge of these introverted students. 

I enjoyed that one strategy with inattentive students is during the meeting with them, ask what you as the instructor could do to capture their attention. 

Comment on Nicholas Valiquette's post: It's also my first year teaching, as well. I was surprised when the module said that we had to be the salesperson for the course, but it makes total sense when it discussed the "what's in it for me" model. 

There are several insights I took away from the module. The importance of showing students what's in it for them when going over the course. For my own growth as an instructor, after each class I should write down what worked and what didn't work, also, what I thought would happen vs what actually happened. To get students to "buy into" the course I should get the emotionally involved with the study material. Students need to function in 3 areas of learning and behavior if they are to have success: cognitive, social and psychomotor. Classroom activities should include teamwork because… >>>