David Dyck

I learned that blogging is a valuable tool for reflection, communication, and engagement when it has clear purpose and expectations. I plan to use reflective blog assignments that encourage students to express ideas, think critically, and interact with peers.

I learned that microblogging can be a powerful way to engage students by meeting them in a format they are already comfortable with, encouraging concise reflection, creativity, and real-time interaction. I intend to apply it by using short, guided posts tied to course objectives while setting clear guidelines and considering whether the platform fits the subject area.
 
 

I learned that media hosting and sharing can enhance online learning when the right platform is chosen and used consistently. Using one reliable tool helps avoid confusion and supports different learning styles through shared content. I plan to apply this by selecting a platform that aligns with course goals and using it purposefully.

Social media can be a powerful tool for online learning when used intentionally and professionally. Understanding the difference between social and professional use, setting clear expectations, and choosing appropriate platforms are essential. I plan to apply this by using selected platforms with clear guidelines, encouraging respectful communication, and maintaining a professional academic presence to enhance student engagement and learning.
 
 

I learned that consistent routines, clear expectations, and calm, supportive communication are key strategies for helping students with PTSD. I plan to apply this by maintaining structure in my classroom and responding to students’ needs with patience and empathy.
 
 

I learned that students with PTSD may struggle with focus, anxiety, and emotional triggers in the classroom. I plan to create a supportive, trauma-sensitive environment with flexibility and understanding to help them feel safe and succeed.

Traumatic Brain Injury (TBI) affects brain function and can impact memory, focus, behavior, and learning. In the classroom, it’s important to provide support like extra time, breaks, and alternative assignments. I plan to create a supportive environment and work with staff to meet each student’s needs. How can we better support students with TBI who struggle with focus or reading comprehension?

Post-Traumatic Stress Disorder (PTSD) is a mental health condition triggered by experiencing or witnessing traumatic events. Key symptoms include flashbacks, nightmares, hypervigilance, and emotional numbness. In an educational setting, understanding PTSD is crucial for supporting students who may struggle with concentration, emotional regulation, or social interaction due to past trauma. I plan to apply this knowledge by fostering a trauma-sensitive classroom environment, being mindful of triggers, offering flexibility in assignments, and creating a safe, supportive space where students feel comfortable expressing themselves. How can teachers balance providing support without making students feel singled out due to their trauma?

I’ve learned that online learning offers flexibility, accessibility, and a variety of tools that can enhance the learning experience. It allows students to learn at their own pace and provides opportunities for interactive, personalized instruction. I plan to apply this by using online tools more strategically to support different learning styles, foster engagement, and create a more student-centered environment.
 
 

I’ve learned that inactive learning—where students passively receive information without engagement—can hinder deep understanding and retention. It often leads to low motivation and limited critical thinking. I plan to apply this by intentionally designing learning activities that promote interaction, reflection, and application of knowledge to keep students actively involved throughout the course.