MBM Feedback
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Seneca Gates is praised by students for his engaging teaching style in several MBM sessions. He is able to see multiple sides of issues and engage students in discussion. Students appreciate how he gets them involved through activities, questions, and group work, which helps them better understand and retain the concepts. They also note his positivity and passion for the topics, even when facing scheduling changes. Overall, the feedback suggests Seneca is an excellent instructor who makes the sessions enjoyable while still challenging students' thinking.
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Student comments
The document contains several students' reflections on an online course taught by Professor Hewitt. The students express that Professor Hewitt was an excellent teacher who pushed them to learn and develop confidence. They appreciated her availability to answer questions and help them succeed in the course. The students felt they gained important skills in time management, critical thinking, and reading that will help them in future goals. They thank Professor Hewitt for being dedicated to their learning and helping them grow as students.
Learning objectives
1) The author recommends that when planning lessons, teachers should have clear teaching objectives and materials, but should not explicitly state the learning objectives to students at the beginning of each session.
2) Based on experience teaching deaf children, the author found it beneficial to share the sequence and activities with students to help them feel prepared and reduce anxiety, but not the intended learning goals.
3) At the end of lessons, the author prefers having a group reflection where students can identify what they learned, which may differ from the teacher's initial objectives, allowing for flexibility and creativity in the learning process.
Speaking
1. The document outlines a lesson plan for students to practice introducing themselves to new friends in school.
2. Students will learn expressions and vocabulary for greetings, introductions, and asking how someone is doing.
3. As an assignment, students will have a practice conversation with a new friend and present it in front of the class.
Mid term reflection points
A slide show of several reflective comments from my class about their work in the first half of the course. This was used to discuss issues the students were facing and to spark collaborative decisions about the ways in which the class would run for the second half of the semester.
Literature Circle Assignment- Lexy Kroeger
Lexy Kroeger discusses their experience with literature circles both as a student and how they would implement them in their own classroom. As a student, Lexy remembers having different roles each week that promoted discussion and accountability. Lexy also learned the value of students choosing their own books to increase engagement. As a teacher, Lexy would give students book options, assign changing weekly roles, and have each student serve as director to develop discussion skills without traditional testing. Lexy believes literature circles provide accountability, different perspectives, and a fun alternative to daily lectures.
Secondary school reflection
The student completed a practicum period teaching 5th year secondary school students. At first, she was nervous about teaching teenagers from her small town. However, the students were respectful and tried hard in their lessons. The student noticed the students felt motivated and enjoyed the lessons, especially using English throughout. In the future, the student would ensure all students understand activities and vocabulary before working independently to avoid delays. Overall, the experience gave the student confidence and helped her grow as a teacher.
Personal self eval_0
This student self-assesses their classroom behavior and work habits. They follow instructions, listen to others, participate in discussions, complete work neatly and on time, try to work independently but ask for help when needed, work hard at all times, are responsible and can be counted on by the teacher, and work well with classmates.
Last penzu reflection
The student teacher overcame their initial expectations of how students would behave in the classroom. They realized students would not remain silent and pay attention the entire time, and tasks may need to be explained multiple times. The first class was enjoyed the most despite nerves, as students participated well and understood the material. Students seemed most motivated during group activities involving art, such as cutting and pasting or coloring. While initially nervous, receiving observations from teacher trainers was found to be essential for improving teaching skills. Office hours and support from the mentor teacher and trainers helped the student teacher feel accompanied and able to solve problems. Interacting with students twice a week started to change their perception of themselves as a future teacher. Receiving affection from students
Recommended
Student comments
The document contains several students' reflections on an online course taught by Professor Hewitt. The students express that Professor Hewitt was an excellent teacher who pushed them to learn and develop confidence. They appreciated her availability to answer questions and help them succeed in the course. The students felt they gained important skills in time management, critical thinking, and reading that will help them in future goals. They thank Professor Hewitt for being dedicated to their learning and helping them grow as students.
Learning objectives
1) The author recommends that when planning lessons, teachers should have clear teaching objectives and materials, but should not explicitly state the learning objectives to students at the beginning of each session.
2) Based on experience teaching deaf children, the author found it beneficial to share the sequence and activities with students to help them feel prepared and reduce anxiety, but not the intended learning goals.
3) At the end of lessons, the author prefers having a group reflection where students can identify what they learned, which may differ from the teacher's initial objectives, allowing for flexibility and creativity in the learning process.
Speaking
1. The document outlines a lesson plan for students to practice introducing themselves to new friends in school.
2. Students will learn expressions and vocabulary for greetings, introductions, and asking how someone is doing.
3. As an assignment, students will have a practice conversation with a new friend and present it in front of the class.
Mid term reflection points
A slide show of several reflective comments from my class about their work in the first half of the course. This was used to discuss issues the students were facing and to spark collaborative decisions about the ways in which the class would run for the second half of the semester.
Literature Circle Assignment- Lexy Kroeger
Lexy Kroeger discusses their experience with literature circles both as a student and how they would implement them in their own classroom. As a student, Lexy remembers having different roles each week that promoted discussion and accountability. Lexy also learned the value of students choosing their own books to increase engagement. As a teacher, Lexy would give students book options, assign changing weekly roles, and have each student serve as director to develop discussion skills without traditional testing. Lexy believes literature circles provide accountability, different perspectives, and a fun alternative to daily lectures.
Secondary school reflection
The student completed a practicum period teaching 5th year secondary school students. At first, she was nervous about teaching teenagers from her small town. However, the students were respectful and tried hard in their lessons. The student noticed the students felt motivated and enjoyed the lessons, especially using English throughout. In the future, the student would ensure all students understand activities and vocabulary before working independently to avoid delays. Overall, the experience gave the student confidence and helped her grow as a teacher.
Personal self eval_0
This student self-assesses their classroom behavior and work habits. They follow instructions, listen to others, participate in discussions, complete work neatly and on time, try to work independently but ask for help when needed, work hard at all times, are responsible and can be counted on by the teacher, and work well with classmates.
Last penzu reflection
The student teacher overcame their initial expectations of how students would behave in the classroom. They realized students would not remain silent and pay attention the entire time, and tasks may need to be explained multiple times. The first class was enjoyed the most despite nerves, as students participated well and understood the material. Students seemed most motivated during group activities involving art, such as cutting and pasting or coloring. While initially nervous, receiving observations from teacher trainers was found to be essential for improving teaching skills. Office hours and support from the mentor teacher and trainers helped the student teacher feel accompanied and able to solve problems. Interacting with students twice a week started to change their perception of themselves as a future teacher. Receiving affection from students
student comments
Dr. Mercer is an excellent instructor according to multiple student comments. She presents material effectively, adds practical examples to readings, and uses daily exercises and speeches to help students improve their public speaking and business communication skills. Students say she provides helpful feedback and is available, knowledgeable, and encouraging, helping them learn greatly from the class. They would recommend taking another class with her or recommend her to their friends.
Learning skills
This document summarizes the process undertaken by Tosorontio Public School to develop common understandings and criteria for assessing students' learning skills and work habits. It involved staff meetings to discuss the skills, classroom work to identify what each skill looks like, and gathering student perspectives on the skills like responsibility, collaboration, organization, and self-regulation. The goals were to have consistent interpretation of the skills school-wide and smooth transition to learning goals, with benefits including positive feedback from students and parents.
Tyler's PPT
Tyler Owens summarizes his experience in the Business Management B100 Board course. He highlights that a career assessment aligned well with his view of himself, and that substantial accomplishments included serving a mission, attending college, and serving as a secretary during his mission. He enjoyed readings on developing knowledge and identity, learned from a resume review, and sees opportunities from creating a LinkedIn profile.
Midterm C1
Keeshia Sison provides a midterm self-evaluation for her class. She has perfect attendance, completes all assignments on time with high quality work, and has evidence of progress in her learning record. To improve, she suggests coming to class more prepared with comprehensive notes. She also recommends longer discussion times for complex materials and more group work activities to build student familiarity and participation. Overall, she estimates she deserves a high grade for her participation, effort, and development in the course.
Wk2 exploration storyboard
The document is a storyboard by Julie Carlson about her experience before and during her studies at Full Sail University. She initially enrolled in the Mobile Development program but struggled with the programming aspects. She found the coursework highly stressful and difficult to understand. Her father advised her that it would only get harder, so with her parents' help she transferred to the Media Communications program which she has found much more enjoyable and less stressful.
Procrastination
Samantha discusses why people procrastinate and her own struggles with procrastination. She believes that people procrastinate because they are lazy and think as long as a task gets completed, the timing does not matter. As a big procrastinator herself, she feels it is an issue because she rushes to complete assignments by the deadline and is satisfied with okay grades rather than using all the allotted time to aim for an A. She hopes to change her procrastinating ways because she recognizes it is a bad trait.
Youth theatre report
The workshop was an enjoyable experience where girls worked on stories from the previous week. Teachers set warmup games, reminded students of past activities, and gave a time-limited task to encourage effective work. Students provided creative ideas and presented performances for peer feedback to help analysis and learning. Enthusiasm remained high throughout.
Rebeca Gyumi_Coaching Feedback_201506
The coaching sessions helped the individual see herself differently and reflect on challenging areas through writing and Skype conversations. This coaching experience will improve her interpersonal relationships and leadership abilities as an aspiring young community leader by focusing on personal growth. Saving quality time for herself instead of always saying "yes" has started to work better after trying it in baby steps. Overall, the coaching was rated very good as it provided clarity on herself as a whole person, not just a leader, and emphasized the relationship between her personal and professional life.
Masooma Reflection
The student worked on a classroom management project with a cooperative group. The group divided tasks, set meeting times, and worked together to complete their tasks on time. The student contributed by researching and presenting on the importance of classroom management theory and how it can be applied in the classroom. The student reflected that learning about Skinner's theory of behaviorism was beneficial, as it can help teachers control student behavior to create an orderly learning environment.
Practicum Journals
This journal entry discusses the author's experiences with observations as a teacher in South Korea. The author describes being observed frequently by Korean staff members when they first started teaching, with the observations becoming less frequent over time. The feedback received after observations usually consisted of a brief list of what went well and what could be improved. While this feedback was useful, it felt more focused on acceptability to parents/staff than teacher development. The most helpful observations provided clear expectations and constructive discussion of growth opportunities. The author believes peer observations for this class will be most beneficial if all parties view growth as a goal and provide constructive feedback in a supportive atmosphere.
Can YouTube Replace the Chalkboard?
1. The document discusses a professor flipping his mathematics classroom by moving lectures online through videos and interactive content, and using class time for problem-solving activities.
2. Student assessments of the flipped classroom were mostly positive, finding the online resources helpful for learning independently before class. However, one student struggled learning alone without in-person explanations.
3. The professor found support from the college's academic technology staff to help set up the online course components and learn principles of blended learning.
Reffection teaching writing
The document discusses an individual's reflection on a micro-teaching session where they taught a writing lesson plan using the process approach. Some key points made include:
1) The individual found it challenging to plan activities for each stage of the writing process but received feedback from peers on their lesson plan about "Pet's World".
2) During the lesson induction, an activity to form groups did not go as planned but the individual was able to engage teachers through a charades game using vocabulary words.
3) During the planning stage, the individual realized brainstorming needed a smaller scope but was a good way to engage students and get their background knowledge.
4) The individual aims to focus more on
My teaching philosophy_andrea_baquero_lesmes
Andrea Baquero Lesmes discusses her teaching philosophy after 31 years of education experience, including 10 years as a teacher. She believes teaching requires understanding students' circumstances and needs in order to effectively share knowledge. Teachers must communicate well with students, understand their interests and fears, and motivate them by showing how subjects apply to their lives and futures. Planning is also essential, including needs analysis, identifying strengths and weaknesses, and collaborating as a team. While the role of teacher is challenging, with effective communication and support, students can overcome obstacles and achieve their goals.
Virtual Schooling in EFL
The document summarizes research on a virtual schooling pilot project for teaching English as a foreign language (EFL) to high school students. Key findings from the research include:
1) The virtual learning environment helped promote interaction, focus, and autonomous learning for students when certain support systems were in place.
2) Successful students exhibited high motivation, strong self-regulatory skills, and benefited from the individual attention available in the virtual space.
3) For virtual EFL programs to be sustainable, they must focus on recruitment of committed partner schools, suitable student selection, and a supportive virtual high school system to aid absorption and retention. Quality teaching design and small group interactions are also important.
Response Groups SCCTE
The document discusses implementing response groups in the classroom to provide peer feedback on student writing. It includes initial student responses expressing concerns about peer editing, such as not wanting others to judge their writing or lack of helpful feedback. The document then provides tips for setting up effective response groups, such as using descriptive rather than evaluative feedback, modeling the process, and participating alongside students. Suggestions for response group activities and ways to address challenges are also presented.
Student_Comments
The TA received an overall effectiveness rating of 4.9/5 from students. Students commented that the TA cleared up all topics, ensured understanding of concepts, and provided extra resources and review sessions. They said the TA was extremely supportive, available day and night to help students through various methods, and worked problems thoroughly to build understanding. Students credited the TA with their ability to pass the class and feel confident, with some saying he was the best TA they will ever have and the sole reason they learned anything in the course.
Reflection of my work in Auroville since 1991
1) The author reflects on over 20 years of experience as a teacher, realizing that teaching is a continual learning process and each class brings new experiences.
2) Students play an active role in the classroom as both teachers and learners, with the whole group creating a positive learning environment.
3) The author emphasizes giving individual attention to students' needs to foster learning without competition. Projects are designed starting from students' real-life interests and experiences.
Portfolio project
Madison McIntosh is a student majoring in Dental Assisting at Grayson College. She plans to continue her education at Texas A&M Commerce to become a Dental Hygienist. Some of her favorite assignments in her Learning Frameworks class included a service learning project at an assisted living facility and self-assessment assignments that helped identify her strengths and weaknesses. This class taught her about deep learning strategies and her preferred learning style. Madison saw significant improvements in her self-assessment scores from the beginning to the end of the semester. She learned how to study efficiently and believes these skills will help her succeed in future classes and career.
What is working for others
Teachers are busy with their classes have no time to share ideas and their classrooms feedback with their colleagues.That is really regrettable.Teachers can learn more from one another
Learning frameworks final project
Rajeir Jones discusses his favorite parts of the learning frameworks course. He most enjoyed the time management lesson because it helped him realize he makes excuses about not having time and could benefit from better time management. His favorite activities were the 4 quadrant activity, which showed where he spends his time, and the self-regulated learning activity, which helped him think about overcoming obstacles to achieving his goals. He wants to learn more about studying strategies since he thought he only learned through visuals but now understands there are no single learning styles. His ideal future is to own his own athletic training facility that provides tutoring support and a family-like environment to help athletes at all levels succeed.
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Practice Paper
Kirk Rose summarizes his experience working in a group of six other students over the course of a semester. He found that the group worked well together once they moved past the initial forming stage and each took on roles that suited their strengths. Kirk's role involved doing research, and he learned he needs to speak up more in group discussions. The group encountered some challenges integrating a new member but was ultimately cohesive. Kirk felt the dialogue event the group planned was a success and taught him about forms of sexism he was previously unaware of. Through this project, Kirk gained insight into small group dynamics and now better understands how to contribute as an effective group member.
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What's hot
student comments
Dr. Mercer is an excellent instructor according to multiple student comments. She presents material effectively, adds practical examples to readings, and uses daily exercises and speeches to help students improve their public speaking and business communication skills. Students say she provides helpful feedback and is available, knowledgeable, and encouraging, helping them learn greatly from the class. They would recommend taking another class with her or recommend her to their friends.
Learning skills
This document summarizes the process undertaken by Tosorontio Public School to develop common understandings and criteria for assessing students' learning skills and work habits. It involved staff meetings to discuss the skills, classroom work to identify what each skill looks like, and gathering student perspectives on the skills like responsibility, collaboration, organization, and self-regulation. The goals were to have consistent interpretation of the skills school-wide and smooth transition to learning goals, with benefits including positive feedback from students and parents.
Tyler's PPT
Tyler Owens summarizes his experience in the Business Management B100 Board course. He highlights that a career assessment aligned well with his view of himself, and that substantial accomplishments included serving a mission, attending college, and serving as a secretary during his mission. He enjoyed readings on developing knowledge and identity, learned from a resume review, and sees opportunities from creating a LinkedIn profile.
Midterm C1
Keeshia Sison provides a midterm self-evaluation for her class. She has perfect attendance, completes all assignments on time with high quality work, and has evidence of progress in her learning record. To improve, she suggests coming to class more prepared with comprehensive notes. She also recommends longer discussion times for complex materials and more group work activities to build student familiarity and participation. Overall, she estimates she deserves a high grade for her participation, effort, and development in the course.
Wk2 exploration storyboard
The document is a storyboard by Julie Carlson about her experience before and during her studies at Full Sail University. She initially enrolled in the Mobile Development program but struggled with the programming aspects. She found the coursework highly stressful and difficult to understand. Her father advised her that it would only get harder, so with her parents' help she transferred to the Media Communications program which she has found much more enjoyable and less stressful.
Procrastination
Samantha discusses why people procrastinate and her own struggles with procrastination. She believes that people procrastinate because they are lazy and think as long as a task gets completed, the timing does not matter. As a big procrastinator herself, she feels it is an issue because she rushes to complete assignments by the deadline and is satisfied with okay grades rather than using all the allotted time to aim for an A. She hopes to change her procrastinating ways because she recognizes it is a bad trait.
Youth theatre report
The workshop was an enjoyable experience where girls worked on stories from the previous week. Teachers set warmup games, reminded students of past activities, and gave a time-limited task to encourage effective work. Students provided creative ideas and presented performances for peer feedback to help analysis and learning. Enthusiasm remained high throughout.
What's hot (7)
Similar to MBM Feedback
Rebeca Gyumi_Coaching Feedback_201506
The coaching sessions helped the individual see herself differently and reflect on challenging areas through writing and Skype conversations. This coaching experience will improve her interpersonal relationships and leadership abilities as an aspiring young community leader by focusing on personal growth. Saving quality time for herself instead of always saying "yes" has started to work better after trying it in baby steps. Overall, the coaching was rated very good as it provided clarity on herself as a whole person, not just a leader, and emphasized the relationship between her personal and professional life.
Masooma Reflection
The student worked on a classroom management project with a cooperative group. The group divided tasks, set meeting times, and worked together to complete their tasks on time. The student contributed by researching and presenting on the importance of classroom management theory and how it can be applied in the classroom. The student reflected that learning about Skinner's theory of behaviorism was beneficial, as it can help teachers control student behavior to create an orderly learning environment.
Practicum Journals
This journal entry discusses the author's experiences with observations as a teacher in South Korea. The author describes being observed frequently by Korean staff members when they first started teaching, with the observations becoming less frequent over time. The feedback received after observations usually consisted of a brief list of what went well and what could be improved. While this feedback was useful, it felt more focused on acceptability to parents/staff than teacher development. The most helpful observations provided clear expectations and constructive discussion of growth opportunities. The author believes peer observations for this class will be most beneficial if all parties view growth as a goal and provide constructive feedback in a supportive atmosphere.
Can YouTube Replace the Chalkboard?
1. The document discusses a professor flipping his mathematics classroom by moving lectures online through videos and interactive content, and using class time for problem-solving activities.
2. Student assessments of the flipped classroom were mostly positive, finding the online resources helpful for learning independently before class. However, one student struggled learning alone without in-person explanations.
3. The professor found support from the college's academic technology staff to help set up the online course components and learn principles of blended learning.
Reffection teaching writing
The document discusses an individual's reflection on a micro-teaching session where they taught a writing lesson plan using the process approach. Some key points made include:
1) The individual found it challenging to plan activities for each stage of the writing process but received feedback from peers on their lesson plan about "Pet's World".
2) During the lesson induction, an activity to form groups did not go as planned but the individual was able to engage teachers through a charades game using vocabulary words.
3) During the planning stage, the individual realized brainstorming needed a smaller scope but was a good way to engage students and get their background knowledge.
4) The individual aims to focus more on
My teaching philosophy_andrea_baquero_lesmes
Andrea Baquero Lesmes discusses her teaching philosophy after 31 years of education experience, including 10 years as a teacher. She believes teaching requires understanding students' circumstances and needs in order to effectively share knowledge. Teachers must communicate well with students, understand their interests and fears, and motivate them by showing how subjects apply to their lives and futures. Planning is also essential, including needs analysis, identifying strengths and weaknesses, and collaborating as a team. While the role of teacher is challenging, with effective communication and support, students can overcome obstacles and achieve their goals.
Virtual Schooling in EFL
The document summarizes research on a virtual schooling pilot project for teaching English as a foreign language (EFL) to high school students. Key findings from the research include:
1) The virtual learning environment helped promote interaction, focus, and autonomous learning for students when certain support systems were in place.
2) Successful students exhibited high motivation, strong self-regulatory skills, and benefited from the individual attention available in the virtual space.
3) For virtual EFL programs to be sustainable, they must focus on recruitment of committed partner schools, suitable student selection, and a supportive virtual high school system to aid absorption and retention. Quality teaching design and small group interactions are also important.
Response Groups SCCTE
The document discusses implementing response groups in the classroom to provide peer feedback on student writing. It includes initial student responses expressing concerns about peer editing, such as not wanting others to judge their writing or lack of helpful feedback. The document then provides tips for setting up effective response groups, such as using descriptive rather than evaluative feedback, modeling the process, and participating alongside students. Suggestions for response group activities and ways to address challenges are also presented.
Student_Comments
The TA received an overall effectiveness rating of 4.9/5 from students. Students commented that the TA cleared up all topics, ensured understanding of concepts, and provided extra resources and review sessions. They said the TA was extremely supportive, available day and night to help students through various methods, and worked problems thoroughly to build understanding. Students credited the TA with their ability to pass the class and feel confident, with some saying he was the best TA they will ever have and the sole reason they learned anything in the course.
Reflection of my work in Auroville since 1991
1) The author reflects on over 20 years of experience as a teacher, realizing that teaching is a continual learning process and each class brings new experiences.
2) Students play an active role in the classroom as both teachers and learners, with the whole group creating a positive learning environment.
3) The author emphasizes giving individual attention to students' needs to foster learning without competition. Projects are designed starting from students' real-life interests and experiences.
Portfolio project
Madison McIntosh is a student majoring in Dental Assisting at Grayson College. She plans to continue her education at Texas A&M Commerce to become a Dental Hygienist. Some of her favorite assignments in her Learning Frameworks class included a service learning project at an assisted living facility and self-assessment assignments that helped identify her strengths and weaknesses. This class taught her about deep learning strategies and her preferred learning style. Madison saw significant improvements in her self-assessment scores from the beginning to the end of the semester. She learned how to study efficiently and believes these skills will help her succeed in future classes and career.
What is working for others
Teachers are busy with their classes have no time to share ideas and their classrooms feedback with their colleagues.That is really regrettable.Teachers can learn more from one another
Learning frameworks final project
Rajeir Jones discusses his favorite parts of the learning frameworks course. He most enjoyed the time management lesson because it helped him realize he makes excuses about not having time and could benefit from better time management. His favorite activities were the 4 quadrant activity, which showed where he spends his time, and the self-regulated learning activity, which helped him think about overcoming obstacles to achieving his goals. He wants to learn more about studying strategies since he thought he only learned through visuals but now understands there are no single learning styles. His ideal future is to own his own athletic training facility that provides tutoring support and a family-like environment to help athletes at all levels succeed.
Experience Essay Examples
Leadership Experience Essay examples
Essay on Writing Experience
My College Experience Essay examples
Field Experience Essay
Memorable Experience Essay
Work Experience Essay examples
The Experience Essay examples
Practice Paper
Kirk Rose summarizes his experience working in a group of six other students over the course of a semester. He found that the group worked well together once they moved past the initial forming stage and each took on roles that suited their strengths. Kirk's role involved doing research, and he learned he needs to speak up more in group discussions. The group encountered some challenges integrating a new member but was ultimately cohesive. Kirk felt the dialogue event the group planned was a success and taught him about forms of sexism he was previously unaware of. Through this project, Kirk gained insight into small group dynamics and now better understands how to contribute as an effective group member.
Using Socratic Seminar as an Assessment
Using Socratic Seminar as a form of authentic assessment for student learning. Can be used as everything from an informal check in to a formal assessment.
Reflection and evaluation ed psych 1 farni
The Problem-based learning experience encouraged independent learning and strong cooperation among group members. Group members had to thoroughly research and prepare their topics to discuss doubts as a team. Effective group learning required all members to put in effort in research and take initiatives to solve problems together. The experience exposed the author to encouraging independent learning in future classrooms and developing students' interpersonal and reflective skills through interaction and group work. It also helped the author improve personal skills like motivation and organization, which will benefit students.
Embedded librarians student feedback
Students at Central Piedmont Community College (CPCC) provided positive feedback about embedded librarians in their classes. The librarians helped students with research, determining credible sources, and completing assignments. Students said the librarians were helpful, encouraging, and responsive. They wished more classes had embedded librarians. The research guides created by librarians were also useful for finding peer-reviewed journals, citations, and directing students to additional information sources.
Running head reflective essay
The student was initially criticized by their instructor for not actively participating in class discussions due to their cultural background. This made the student realize they needed to develop confidence in sharing ideas. Later, the student was assigned a group project where they had to negotiate a research topic with the brightest student in class, who had chosen the same topic. Through effective communication, the student was able to negotiate using an assertive yet friendly approach, and the other student willingly gave up the topic. This taught the student about the importance of proper negotiation and communication skills. In the end, the student successfully completed the project and received positive feedback, showing they had improved in developing confidence in sharing ideas.
Group Postcard
Group work refers to academic activities where students are organized into small groups to complete tasks or assignments together. Some key aspects of group work include:
- Students work interdependently to achieve shared learning goals. The success of one student contributes to the success of others in the group.
- Groups are typically small, ranging from 2-6 students, to allow for meaningful participation from all members.
- Roles and responsibilities are divided among group members to ensure equitable participation. Tasks may include research, writing, problem-solving, project development, etc.
- Groups are given assignments or problems to work through collaboratively over a set period of time. This could involve discussing concepts, analyzing case studies, designing presentations, conducting experiments
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MBM Feedback
- 1. Student Feedback Spring 2016 MBM Instructor:SenecaGates MBM Session: Decision Rights “Seneca's ability to see all sides of something is very helpful for me. I make a solid effort to see every angle of something before pulling the trigger. I feel that I really benefitted from Seneca poking holes in our arguments for who should train the intern in the given scenario.” “I found how Seneca engaged us to be very helpful and enjoyable. I would like to see more of this as the sessions progress, as it not only helps reaffirm points being made, but it also helps me lock in my attention. It becomes easy for my mind to wonder if I am not engaged. Not because I am bored, but I am simply a hands-on type of person. I feel that the way Seneca reached out to us was great for these reasons.” “Seneca did a great job of starting and moderating a class discussion on decision rights. He was thorough and used a scenario that helped me better understand how to apply decision rights to the workplace.” MBM Session: Guiding Principles “This was a really great introduction to the principles. I liked how Seneca got us engaged with the principles through his memory activity and the exercises thinking about what a consistent culture is. My favorite part was discussing the quote Koch quote. I thought this was a great way to get us to start thinking about MBM. I appreciated how Seneca emphasized the importance of organization’s allowing people to bring their own ideas and illustrated that with the memorization activity “Seneca is an excellent teacher. He doesn't hesitate to correct faulty thinking, but he does so in a way that shows the value he has for the individual thinking of
- 2. the students in the class. I liked very much that he made time for us to talk about the concepts in individual groups; I really feel like that is the best way to really internalize information and concepts, as you're forced to take responsibility for learning and teaching oneself and one's classmates.” “Seneca is a very engaging speaker and he is very knowledgeable about the topics on which he speaks.” MBM Session: Vision “I love the way the Seneca teaches. He can make sure that nothing is "dry" and asks for audience input. Personally, I got a lot out of the idea of "failing small and often.” “He kept on like a champ even with the altered schedule and everyone eating. I always like his positivity, and people in the group seemed to enjoy discussing the concept itself before the activities in the packet.” “Seneca's very passionate about what he does in the classroom. He is a very good instructor and I enjoy the contents tremendously.” General Feedback “In my opinion, the MBM are my favorite lectures. Seneca is a great speaker and the topic addressed is really interesting.” “Seneca was fantastic! He and the legal guy from the first day have been my favorites so far. I found his instructing style to be one that I am most receptive to. Perhaps it is because he was engaging, as mentioned in the previous comment.”