Heather LeBlanc

This module used great activities to illustrate active learning and critical thinking (nice puzzles!). It also gave me some ideas on how to incorporate more active learning into my and colleagues' classes.

I try to make my "lectures" very interactive with physical demonstrations, pair-think-share time, games with questions, using questioning throughout the lecture to involve and engage the students. This helps the lecture become more active learning. I find anatomy courses need that lecture content however it is up to the instructor to think of ways for the students to be actively involved throughout the lecture. I even play games, like Simon Says, for learning bones and muscles!

Loved the Tips given for each type of question, along with the benefits of using that type of question on an assessment.

My goal: Increasing the use of application questions in MCQ. Nice reminder of what makes up good stems and answer choices.

This section reminded me of Bloom's taxonomy and CATs. Increasing active learning and using anonymous exit cards for feedback are areas of concentration for me.

This section on questioning has reminded me of having more questions prepared prior to class so that the phrasing will be more precise the first time asking the question. But questioning is a great way to engage the class and increase their understanding. I love seeing their curiosity peaked. Reading about the implementation of the Socrates method was very interesting.

This content helped me reflect on my teaching and reinforce reaching every type of student. Especially beneficial was the reminder of doing a learning style assessment on the first day of class and to design more ways to reach the kinesthetic learners in the class.