Reflection

By Robin Muza

I believe that the practices that I employed to encourage deeper learning first started with choice. This was demonstrated from the syllabus with the fact that students could choose observations that they felt most interested and comfortable with. This was seen as a positive by the students and many responded that they would have liked even more choices and more observations (with fewer tests). In addition students were able with the on-line discussions to choose questions to answer and respond to as well. Students again responded that they liked being able to choose and that it helped them to learn not only by how they responded but also by reading other students answers. Another practice I believe was the climate I tried to create which allowed students to interact in class and on line. Students also seemed to become more interactive with each other, both in small groups, on-line and with the entire class than in some of the other development courses I have taught. This might be due though more to the types of students I had rather than the actual experience.

I believe the difference between a teaching and learning question is that a teaching question really revolves around the ≥how≤ do you help individuals learn. Teaching then may become the vehicle for presenting the information. Learning is more of (to me) the how or what do I do with the information.

For a student to learn deeply in a course for me it is, as I call it, the ≥Ah ha≤ moment when the student is able to take a point and make a connection with his or her own life ≠ it truly is when the student does not just see the information as unconnected bits needed for a test but rather as this has meaning to me and can explain it in that personal connected fashion. I truly did see that this semester. But I also found that students still were seeing the information from the point of view of ≥what do I need for the test≤ as seen by the high response that found study guides as important. I also wonder if the quality of on-line discussions would have been as high without the expectations set for how to receive points based upon the rubric. The same is true with in class activities and discussions, while non-graded points could be earned by participation. So the ≥carrot≤ of points towards grades was there. So how was the student truly motivated - for learning or points? The cynical part of me says points for many of the students and not internalizing the information to a more personal as well as connected level. As this is an entry level course perhaps only time will tell.

Most definitely I will continue. This has been a very valuable process. In looking at my teaching, I became even more aware of how there can be a gap between my perceptions and what is actually taking place in the class. This was seen with the students asking for more discussion at mid term. I actually thought we were doing enough but when I really looked over my logs; I saw while adequate there definitely was room for improvement consequently I did adapt. It is a good reminder that I need to ≥check in≤ with my students as to their perceptions concerning the class. I also believe I became more aware of how my students learned. I plan to investigate similar questions in this and my other classes in the hope of improving not only students' learning but my teaching as well.