Recently read this article from LinkedIn
Ambiguity by Jeff Selingo and he referred to the Carol Dweck's work on "Growth Mindset" and the "Power of Not Yet" Carol Dweck

Both the article and the TED talk which I had seen before reminded me of the importance of having a safe positive learning environment to help students be more successful in safe "risk taking". This seems especially true when encouraging students in working in the clinical simulation labs.

Diana Laufenberg: How to learn? From mistakes

Creating a Positive Learning Environment

How to learn? From Mistakes

““Failure is part of the process of learning.” (Laufenberg, 2010) This speaker had many memorable statements and creating an environment where a learner can accept the above statement would be a goal of mine. Creating an environment where failure is accepted without the shame would go a long way to help students learn. The reminder of the need to allow learners to fail in a safe environment especially in the nursing program allows for remediation without consequences of high stakes failure with clients in a clinical setting.

Diana Laufenberg (2010, November) How to learn? From mistakes TEDxMidAtlantic

https://www.ted.com/talks/diana_laufenberg_3_ways_to_teach

Instructional Strategies

Instructional Strategies to promote Facilitate Learning

             I was particularly interested in the set induction strategy. This strategy uses techniques or words that will facilitate  a maximum interest in doing the prescribed learning activity. I can add a motivating statement to the instructional statement about reading i.e. we will have a pre-quiz Jeopardy game with prizes on your readings for next class. This would encourage the students to read more than if I only said, "please read Chapter #X for the next class." Getting students to do their readings is a struggle. Other strategies are mentioned in the article.

Lunenburg, F. C., & Irby, B. J. (2011). Instructional Strategies to Facilitate Learning. International Journal Of Educational Leadership Preparation, 6(4) http://cclsw2.vcc.ca:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ974330&site=ehost-live

Blooms Taxonomy

   Use of Goal Setting to Promote Analysis  

       In the cognitive domain it is important to promote higher levels of critical thinking.  “Questioning is a metacognitive tool” (Ishiwa, Sanjose, & Otero, 2013, p. 502).  I often forget to promote in-depth student questions from the students. This strategy will help me to set the goal for the reading with a task or problem to answer. When they do ask question they actually indicate analysis.

Ishiwa, K., Sanjose, V., & Otero, J. (2013). Questioning and Reading Goals: Information-Seeking Questions Asked on Scientific Texts Read under Different Task Conditions. British Journal Of Educational Psychology, 83(3), 502-520. http://cclsw2.vcc.ca:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1014587&site=ehost-live

Assessment

Process Praise as Positive Feedback

When looking at assessment I was interesting in resources for giving positive feedback when doing assessments. I was interested in the term "process praise". Being a linguist, it was interesting how the semantics of the sentence could have such a devastating effect. This strategy could be used in the creating a safe learning environment as well. 

Skipper, Y., & Douglas, K. (2012). Is No Praise Good Praise? Effects of Positive Feedback on Children's and University Students' Responses to Subsequent Failures. British Journal Of Educational Psychology, 82(2), 327-339. http://cclsw2.vcc.ca:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ965789&site=ehost-live