Activity
Guided notes is a great way to be involved in student learning. I like the use of visual cues to help recode information.
Relevancy and pre-testing so that you don't make assumptions on what your students know are two topics I am thinking of improving upon.
Looking for overlap amongst the dominant types of intelligences in people could help you to design instruction that is particularly engaging to their type of learning strengths.
We live in working memory, which is both long and short term.
Legal considerations are a great thing to always keep in mind - and who at your institution helps with attaining legal compliance? What might you be missing in your lab without effective oversight.
I think more student-led feedback within the lab itself might be useful. We have some open-ended postlabs for student reflection etc. but I am wondering if more discussion based feedback would be helpful in the context of lab.
Lab based learning naturally involves active learning. To get the most of the experience, perhaps more student oral feedback, for example, at the end of a lab might give the instructor some valuable but missing feedback.
Competency based in our applied lexicon oftern reduces to checklists. It is important that synthetic and novel challenges be applied as well.
I really liked the muddiest/clearest lecture observation made by a group of students. It requires reflection and debate and several aspects of iterative, authentic learning.
Integrating PBL and Portfolios- a great way to document problem-solving processes. A growth portfolio is a really positive authentic learning tool.
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