Contributors Matthew Conolly Gina Cosby Deanna Zimmer Jennifer Webb-Dudley
Group 3 Final Show Case
Gina Cosby, Matthew Conolly, Jennifer Webb-Dudley, Deanna Zimmer
Ball State University
EDAC 635: Strategies for Teaching Adults
Dr. Bo Chang
November 13, 2021
Group Members | Roles | Commented On |
Gina Cosby | Video Reflection slides (lead into video), Video reflection recording, editing of slides | Group 2 |
Matthew Conolly | Adding to implementation slides, input into reflection video, editing of slides, posting | Group 1 |
Deanna Zimmer | Creation of implementation slides, adding info in, editing of slides, input into reflection video, Posting | Group 1 |
Jennifer Webb-Dudley | Adding to implementation slides, input into reflection video, editing of slides | Group 1 & Group 5 |
Hello,
ReplyDeleteBeautifully constructed final showcase. I really enjoyed your implementation of the syllabus you developed. I really liked that you mention at the beginning of your video the possible need to adapt your course due to students differing needs, I think this understanding of flexibility is so important.
I also like that you talk about not only your study of relationships in learning but the development of your groups relationship during this group project.
Great choice of artifacts in your presentation, I enjoyed your icebreakers and ideas around journaling.
~Roxanne
Thank you so much for the complement! We really wanted to hit on the fact that the flexibility and the relationships to have that flexibility is important. I know that journaling can be important. My first year that I taught 8th grade, my uncle who was a high school science teacher gave me a notebook to go through and journal each day about what went on, what happened, how a lesson went. It really helped me out with my emotions and the stress I felt, but it also provides me with an experience that I can reference back to if I want to see how I have grown, and what I talked about.
DeleteThanks
Mac
Hello Group 3!
ReplyDeleteI like have you framed one of the course objectives for the Icebreakers as “Create enthusiasm through play” Based on the names of the icebreakers included - “Three Invisible Similarities / Differences” and “Names Matter” they seem to be verbal based games. Would physical based games (with adaptations for all abilities) be as effective in creating enthusiasm?
In the slide deck, I am confused by the pyramid diagram for the Rationale of Activities on slide 7. It would make more sense to me if #1 Beginning was at the bottom as it is the foundation and would encompass all the various manners in which relationships factored into the learning process.
Keith,
DeleteAt the time of implementation with our syllabus we had it as if we were giving it virtually, so we would have to think about how we could do the physical based games virtually, but I am sure there is a way even if we don't make it an actual physical game, but maybe something like Family Feud.
Also thank you for your input on the pyramid diagram. You are completely right I probably should have started with #1 at the bottom, but when I was going through it and with my mathematical mind I worked down instead of working up. But again you are right I definitely should have flipped it.
Thanks so much for your feedback
Mac!
Hello Group 3,
DeleteThis was a very professional looking presentation. The theme and graphics were engaging and provided clear and organized information. My favorite part of your final show case what the accountability partnership. When I think about your theme, relationships in learning, I can't think of a more appropriate skill to encourage than accountability. This may be hard to implement and assess but what an impact this could potentially have if learners follow through with developing this relationship. I suspect that your targeted student population will enjoy this connection. It was clear that you put a lot of thought into your work!
Well done!
Hi Group 3!
ReplyDeleteThank you for sharing your final showcase with us. When I first went through the slides I wasn't sure if you were teaching the students how to build relationships or using what you learned in you theory review to effectively teach students, but after going through a second time, I see that while some of the content overlaps with your theory, you've also made sure to use the theory to construct activities. For example, the breakout rooms, journaling, and ice breakers show how your group will use the theory in the classroom. I wonder if it would've been an easier distinction for me personally if you focused on what the facilitators were doing in order to implement the theory rather than the students, but it's really a moot point! Your slides are nicely constructed and easy to follow.
Thank you! I completely understand where you are coming from in the design of our slides. I think in my mind I went through it as if we were actually presenting the slide to the class especially since I am teaching right now, but also keeping in mind that it was an assignment. So while I looked through the slides, I personally did a combination for the facilitator and the students. That was an issue on my part but it is great to have the feedback!
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