Marti Messick

Focus on strengths. Disabilities are varied and there are many options for accommodating those disabilities to capitalize on the student's strengths.

I have been reminded of many types of disabilities which has heightened my awareness. 

I did not know that there were no retroactive accommodations. I also learned why 504s are called 504s.

I learned that a disability not only is defined as the physical or mental impairments that substantially limits life activities, records of those impairments, but also if someone "is regarded as having such an impairment". I was unaware of that tenet of the legal definition. I'm not exactly sure how it applies in a school setting, but I now know a broader definition.

Make notes in real time about mistakes made and ideas for improvement. Also, ask other instructors for help...most are willing to provide assistance.

I think the most helpful content for me were the strategies for helping the silent students. I have tried small groups but I have not utilized student panels in the way that was described in the module. I think that might be a great approach for some of my students. 

Also, even though it is much more work, I need to add in more assessments that are not objective tests to curtail cheating. 

Recognize what type of student I am dealing with (instead of generally labeling them as a "difficult" student). This well help determine strategies to improve the situation with the student and in the classroom. 

The human component is the most rewarding and the most challenging.

WIIFM? I think being more intentional about sharing the rationale behind each piece of course content and how it applies to their career path will help increase student engagement. 

Also, I think recognizing the different student functions--cognitive, social, and psychomotor--will help me as I plan how to deliver course content.