Meredith Butulis

Even though I teach a residential course, we have an online platform. This term, I intend to incorporate online discussion assignments to allow students to have more time to reflect on the depth of the material and practice digital literacy in communication. 

I was not yet familiar with Kolb's 4 stages; the stages revealed a gap in my instructional methods in that I do not include much guided reflection; I can see how this would add value. 

In this course and others I have seen references to "jigsaw" reading, so I looked it up. I liked the idea of students becoming experts at different parts of the text and then sharing it with classmates in a "speed dating" style format. I feel like this keeps students engaged while practicing communication skills. 

We already do incorporate this in the classroom through guided group discussion, and then enactment of real life case studies in healthcare. 

Good review of basics. 

I hadn't considered wait time so specifically before; I will increase my awareness of this in the classroom to see how it influences student response. 

I haven't thought about types of questions before in this way; I was glad to take a deeper dive to better understand my natural tendencies and opportunities for goal-oriented diversification. 

I was not familiar with Cornell-style notes; this was a great pearl that I will share with my students. 

I have not explored the lecture-discussion structure. I feel like this would be a very relevant strategy to help shift the learning from passive to active. 

I appreciate the 6 steps in planning an active learning strategy; in reflection, I realized I've missed a step, which can detract from the activity's effectiveness.