Yvette Prior

Yvette Prior

About me

Educator, researcher, psychologist, wife, mother, author, artist, yogi

I have been teaching on and off since the 1990s. I have had many detours on my career track, but the side trails have led to what I needed. Also,  teaching in Higher Ed has been a "high" light. 


A top takeaway from this course so far has been the idea to make the meeting a workspace. This could mean allowing time for particiapnts to read the egenda - or filling out forms during the merting with less work added to a growing to-do list. 


The role we have as an instructor was really highlighted for me in this section of the CE course.  The expectations we bring to class, our planning, and then interacting - and how this must be “on topic, timely, relevant, and directly connected to each student” are key takeaways

The point about how crucial it is to address boredom and staying on top of disengaged students (and how it 9is central to all instructional planning) was a key takeaway for me.  Also, the reminder that stduents are dfferent and will have different stages in their learning journey, and so not a formula for what it takes to keep all engaged and participating in the learning process. We need to explore and stay open to new strategies for each class.


Reply to Courtney Haworth's post:I like how you summed this up and also really liked learning to differntiate the times when passive learning is needed and how it lays a foundation for active learning and to assimilate material. 

I think a hurdle to planning for active engagmentrelates to using LMS and having modules for courses Some instructors do not know they can (and should) alter assignments to meet student needs and to set up lessons for increased engagment. I am enjoying this course so far and look forward to learning more 

This frst module showwed that planning is required for engaging students - and lessons can and should be modified to help that engagement 

I like how one of the points made in this myth module was to be weary of percetages that easily end with a zero of 5, and the percentages added to the cone are all at the ten percetage ending - and are not grounded in research - but it was reminder to check our sources more and while on the surface it might be desirbale to want to say that a certain percatge is reatined by these neat little amounts - there is no formual for retaining information. We all need to review and make sure we encoded it… >>>

This sounds like a great way to keep them engaged, applying info, and abke to assess their knowlwdge :) 


A top takeaway for me was that learning styles are purported ot be traits, like the Big-5 inherited traits. However, the supposed learning style is not inherited and the use of a scientific claim does not stand up! And so let's all keep in mind that the expeience of the learner, their processing ability, and then their developmental level (and maybe perosnl issues relating to noise and encoding info) are more important than trying to cater to a style!  In fact, as noed in this module, learning is more effective when stduents are engaged and not overconfident - and… >>>

I agree with you all here and learned so much about the myth of hemisphericity and it makes sense that the 100% of the brain is working 100% of he time - also liked the neural concert metaohor: 

"Certain players have a stronger role during certain movements"



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