Nelson Ocampo

"Nobody cares how much you know until they know how much you care." - Theodore Roosevelt

Positive language is important. A student may not be confident in their ability to learn some challenging material, and they may take anything you say as evidence to support that lack of confidence. Therefore, it's important that the language used be positive and empowering. That doesn't mean that you lie to a student when they did something wrong. It does mean that you phrase things in a way that shows confidence in their ability to get it right.

I used to think that there was a pretty strong line between intrinsic and extrinsic motivation. While it made sense that external factors may also have personal internal motivation attached, I was taught in the past that it would still be considered extrinsic motivation. But this lesson explained that the mix of intrinsic and extrinsic motivation is recognized.

I'm going to search for ways to make students feel autonomy in the classroom. Perhaps we can offer then a choice between several projects that all use the same skills and concepts.

I think that creating a welcoming environment matters more than I used to think it does because it includes more than I would have considered as a "welcoming environment" before. Simple things like giving students an overview of what will be covered creates a sense of security instead of every new concept being a surprise.

Adult learners often have a purpose attached to their learning. They have other responsibilities and don't want to waste time on something that is not going to impact their lives. 

I learned that supplying motivators that are extrinsic may actually be hurting more than it's helping. Giving a reward for doing something that they should already be doing can cause students to lose motivation if I stop offering rewards.

For future motivation, I should focus on seeing how the tasks can be connected to what students already want.

I had not thought of "security" in this context before. I did know that belief in one's ability to accomplish a task is important though, so I use language to encourage that. I found that I used many of the described techniques already.

I like the idea of implementing more autonomy. I especially like the idea of small quizzes at the beginning of class throughout the term, encouraging students to get to class on time.

Multiple sources of feedback are important to properly assess if a course is designed efficiently. Make sure that the type of feedback received is relevant to the thing being measured.

I intend to use the "three clear points, three muddy points" technique to evaluate what part of the messaging is being conveyed clearly, and what needs improvement.

I like where it's emphasized that the feedback given to learners shouldn't focus on justifying the grade given. That's what the rubric is for. Instead, the feedback should help the student learn.

I try my best to do that in feedback I give. Often times, I'll record feedback as video so that what I'm referring to is more clear.