Nelson Ocampo

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.

Well-built scaffolding allows the learner to use their prior knowledge and experiences to assist them in learning new material. 

I've found that when I teach 3D modeling, students who have a background playing with Legos, or even building blocks, have an easier time understanding some concepts when I relate those concepts with the concepts they used with those childhood toys.