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.
I am a nurse educator working with the BSN program at Vancouver Community College. I enjoy being an adult learner, I took my master's in my 40's and completed my bachelor's in my 50's. You say, "that is the wrong order", I say, "why does there have to be an order?"
Wednesday, 1 July 2015
Tuesday, 2 June 2015
Saturday, 30 May 2015
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
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
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