Beth Ellickson

When incorporating games or simulations into a class, include time to brief students on the reasons to participate and the possible outcomes. A time after the game is complete should be spent debriefing to reflect on the experience and make connections between the activity and real-life situations. 

Games and simulations can give students an opportunity to apply knowledge and skills learned in a low stress environment. Some advantages of games/simulations include greater engagement and higher retention of knowledge and skills. Some obstacles to the use of games and simulations are instructor hesitancy, lack of time and finding activities that teach the critical ideas/skills rather than secondary.

Collaborative and cooperative learning uses pairs or small groups to work together to answer questions or solve problems. Problem-based learning begins with a problem for students to research. Using scenarios that are based on real life can add relevance and add interest for students for these assignments. All of these activities help students learn skills that are beneficial in the workplace.  

To move away from traditional lecturing and towards a flipped classroom, develop 3-5 active learning strategies to be used during the course, including "low-risk" activities that allow students to get used to how active learning works. Feedback throughout the course is also important to let students know how they are doing and to help motivate them. 

There can be student misconceptions that prevent them from succeeding in an online class. They may not have experienced active learning before or think that is easier than F2F classes. Having the expectations of active learning activities that will be used and the class workload spelled out for students the first week can help them understand what is expected and if this type of class is right for them. 

Active leaning has been gaining in use in classrooms since the 1990's as it helps students take an active role in their learning. Instructors have to reevaluate their role as a provider of knowledge in one direction to a guide that helps students take responsibility for their own understanding of course content.  

Working with students requires building trust between students and school staff members. Asking questions to identify the issues students are facing and working with them to develop a plan of action can make a difference in helping students face challenges that could otherwise lead them to withdraw. Teachers need to remain judgement-free and have a supportive role as a listener.

Students are more likely to withdraw as the result of stress that they cannot successfully respond. Two common sources of stress for students related to school are academic erosion stress (feeling that they aren't important) and academic stagnation stress (feeling like they are at a dead-end and losing sight of purpose).

Working with students to change to a positive paradigm can help students cope with stress and remain in school. 

The 3 facts from ACT stood out for me, especially the statement that attrition can be predicted and prevented. In my classes, there is a pattern of the time in the semester when some students seem to give up. Something that I can do is to be more mindful of this period and help students find resources that can assist them. 

I found the information about semantic and episodic memory interesting. Something I will keep in mind is to form a connection between what is taught and student experience to help with long-term retention of what is learned.