Author Archives: maryanicholls

First Day of Class Activity

By Jennifer Garrett and Mary Clement, EdD The interest inventory is a simple tool to help you acquaint yourself with your students. Unlike the typical icebreaker, the interest inventory is a paper-based activity and students do not have to give … Continue reading

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Fostering Student Learning through the Use of Debates

By Laura Trujillo-Jenks, PhD, and Lisa Rosen, PhD There are many ways to get students engaged in a classroom, but when topics are controversial or taboo, students may shy away from sharing their thoughts on the subject. In contrast, some … Continue reading

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Reality Check: Helping to Manage Student Expectations

August 20, 2014 By: Maryellen Weimer, PhD in Teaching Professor Blog Most students begin college, the academic year, and new courses motivated and optimistic. Many first-year students expect to do well because they were successful in high school. Some are … Continue reading

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Experts debate the value of final exams

The all-night cram session before a final exam has long been a rite of passage for many college and university students, but it could soon be a thing of the past. A growing number of educators are pushing for final … Continue reading

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“The essence of teaching is change, and change always has political dimensions. Forteachers and learners, nothing is exactly the same after a learning event as it was before”.

Brookfield’s opinion is that “any teacher of any subject is engaged in politics since he or she is exerting influence and coercion in the organization of classroom activities” (Brookfield p. 236). “Anytime teachers encourage students to think in new and … Continue reading

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“Teaching is frequently a gloriously messy pursuit in which shock, contradiction and risk are endemic”

Objective: Brookfield is of the opinion that there are no habits of effective teaching, no standardized indictors, and no rules for teacher success in the classroom (Brookfield p. 1). “Teaching is frequently a gloriously messy pursuit in which shock, contradiction … Continue reading

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“Students want to know their teachers stand for something”

Objective: Brookfield states “students what to know their teachers stand for something and have something useful and important to offer, but they also want to be able to trust and rely on them” (Brookfield p.55). When students describe teachers they … Continue reading

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“…there will be very few standardized practices that help students across the board learn essential skills or knowledge. An approach that one student finds particularly useful or congenial may well be profoundly unsettling and confusing to the student sitting next to them”.

Objective: Brookfield believes that not all learners learn at the same level, from the same instructional strategy, or have the same desire to learn. Therefore the Instructor must have the ability to get an “accurate reading” (Brookfield p. 18) of … Continue reading

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Instructional Strategy

Think Pair Share Instructional Strategy Link: http://my.brainshark.com/Think-Pair-Share-732497496

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Assignment 4

During this module of the Provincial Instructors Diploma Program (PIDP) the focus was curriculum development. I have focused on developing a Professional Practice course in semester two of the Practical Nursing Program. The content of this course is based on … Continue reading

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