Discussion Comment

I have only 10 hours of time with my students, spread evenly over four consecutive days. Can you recommend your favorite techniques for accomplishing some of the goals described in this module within such a short exposure setting? Thanks.

Stephen Harwood Jr

Discussion Comment

Use of Novel Course Content on a Pretest

What are your thoughts on the use of novel course content on pretests? I like the idea of giving the students the sneak peek at what's to come, and an opportunity to synthesize what they've learned in previous courses to successfully answer questions they've never been asked before. But this also seems to pose a threat to student confidence. Do you a have a favorite approach? Thanks.

Stephen Harwood Jr

Discussion Comment

Self-aware Learners

Do you recommend spending class time on an effort to help students identify their own learning preferences? Thanks, Stephen

Stephen Harwood Jr

Discussion Comment

Synapses...

... are not processes. It is difficult to have confidence in the value of material that contains factual errors. Can you please indicate any and all similarly mistaken information presented in this module so I can be sure to delete it? Thanks! :-)

Stephen Harwood Jr

Blog

The Importance of Debriefing

For me, the most interesting and useful information in ED107 was that pertaining the importance of debriefing. I have not been doing much of this at all in my classes. But now, I am looking forward to the next class, excited to see how much implementation of this technique might help to improve results.

Thanks,

Stephen

Stephen Harwood Jr

Discussion Comment

Gathering Student Evaluation and Feedback

We have precious little time with our students. Each minute is valuable for learning, but some must be budgeted for other needs. Given a class of twenty students, meeting four times for three hours, how much time would be appropriate for gathering student evaluation and feedback? Thanks Stephen

Stephen Harwood Jr

Discussion Comment

Techniques for Efficient Debriefing

My classes average close to 20 students. We meet for four times for 3 hours, with a thirty minute break. How long would you suggest I spend on debriefing each student? Should it be done as a class discussion? Or on a more individual basis? What tips do you have for maximizing the value of the debriefing process (against time)? Thanks, Stephen

Stephen Harwood Jr

Discussion Comment

Examples of Music By Target Brain State

I am intrigued by the idea of using music in the classroom. The guidelines provided seem too general to implement efficiently. Can you please provide some specific examples of music that is known to be very effective for eliciting specific brain wave activity? Thanks, Stephen

Stephen Harwood Jr

Discussion Comment

Balance of Burden

Hello, I appreciate the essence of the "learning facilitator" approach (versus "teacher"), but I am frustrated by what appears to be a culture of "do it for me". When I draw a picture of myself as a learner, there's nothing in it that resembles a learning facilitator who is responsible for helping me learn. My experience as a student was one of being fully responsible for my own learning - if I failed to progress, blame was put on my not having done the work or not having studied well. In contrast, the large majority of the students in my… >>>

Stephen Harwood Jr

Discussion Comment

Undiagnosed Learning Disorders

I have only ever had one student approach me with official paperwork regarding their learning disorder. It indicated that I was to allow extra time for the student when taking an exam. This was a highly motivated student, committed to their own success. Turned out that they did just fine within the normally allotted time. However, many of their fellow classmates were clearly suffering from their own difficulties, but there seemed to be no formal awareness or remedy in place. Do you have any recommendations for what might be done to help students who seem to be working at a… >>>