It's been too long since I attended community emergency response training than I want to think about but I find that world very interesting. So of course the parts that caught my attention were the mention of triage and the emergency game. Triage is just plain practical so using it to deal with classroom time pressure just makes sense. I love the idea of the surprise game being used to keep variety in the classroom. I want to design a 'who dunnit' style mystery in the same vein where students find "clues" incorporating practical labs that they have been learning… >>>

When I was a student at RSI it was easy to connect with students I was tutoring because we were meeting as peers in the sense that I didn't have the burden of being an authority figure, so students would have no problem with being honest about gripes, opinions or anything else. What this taught me is that a great deal of preparation has to be put into encouraging and retaining a diverse group of learners. I particularly like the focus on taking notes and trying to get a complete view of each individual, in order to develop tailored teaching… >>>

Comment on Tricia Kassab's post: I'm just about to start the course but I really like how you phrased that. Do you know of any methods or questions we could ask the students to figure out what kind of learning would be most efficient for them individually?

Be a role model.   Listen actively without judgement.  Develop trust.  Ask open ended questions to elicit where they are at and what they need.  Repetition is crucial as is changing the learning techniques.

Use a variety of learning methods to engage different type of learners.   Tell stories to exemplify key points.  As an instructor demonstrate positivity and passion and students will recognize and appreciate engagement. 

As instructors, have the passion and excitement when conveying information.  Truly care about the students.  Start the day with a motivational video or icebreaker.  Create a psychologically safe learning environment.

The principal motivational factor is purpose, and this keeps in view what the student has as the springboard for whatever they achieve 

transformative learning is a process of critical reflection. The goal is to help adult learner become more autonomous thinker

The most potent force for attention is the caring attitude of personnel at the institution 

listening is one of the most fundamental ways to connect with another person