![]() I would ideally like it to be something that could be perceived as not taking a lot of time, but would give them the opportunity to share either privately or to the entire class. One thing I already know I need to improve for next term is to incorporate this practice into the part of our learning community that engages asynchronously. This has helped us bring community into our learning, during a time when it is harder than usual to get to know each other in this context. I share my answers to those questions, as well, and comment on some of the answers that were shared with the entire group. Each question starts the same way: Since we last met… Then, the second half varies: They can answer aloud, though most choose to answer in chat (either publicly or privately). Examen (5-10 minutes)Įach class starts with everyone answering two questions. Thinking that we can have identical experiences between asynchronous and synchronous experiences is not realistic and not a helpful aim. I’ll write more about how I am developing asynchronous activities in future posts, but for now, the important thing is that there needs to be alignment in learning goals. I have found that if I build all the asynchronous activities, first, and then adjust them to be more suitable for a synchronous class session, it becomes a lot easier. Before class, I open all the tabs I will need during the class and place them in the chronological order they will be used. Students have the flexibility to participate in an asynchronous activity that is not identical to the synchronous one, but addresses the same learning goals. I’m teaching a Hyflex class, which means that these synchronous classes are not required. ![]() I run my class off of a web browser, for the most part, with the occasional. But it is mostly quiet, except for the music. Sometimes, one of them will have a question, and that’s why they came on early. There will always be 3-4 people who join, but who typically leave themselves muted and have their cameras off. I start playing music about ten minutes before class. Here’s a look at how most of my synchronous classes are structured, in case it is helpful. Others have faced losses of loved ones or told there are only a few months left, at best.ĭespite feeling like my class is less engaging than in other seasons of my teaching, the students have shared that they feel like the time we are together passes so quickly and that they are learning a lot. Many of the students are graduating in December and wondering what life after college, during a pandemic, will be like… Some have been told that they need to leave home, not knowing where to go. It leaves me wondering if I’m reaching them during our synchronous sessions since I have to rely on other gauges for assessing their engagement. ![]() Students’ facial expressions typically provide me with so many cues in my teaching. We have many maps in our heads and each can be divided into two main categories: maps of the way things are, or realities, and maps of the way things should be, or values.“What you are shouts so loudly in my ears I cannot hear what you say.”-Thomas Edison.To focus on technique is like cramming your way through school.The Character Ethic teaches that there are basic principles of effective living and that people can only experience true success and enduring happiness as they learn and integrate these principles into their basic character.“Leadership is communicating others’ worth and potential so clearly that they are inspired to see it in themselves.”.I still feel a bit wobbly in my teaching this semester. “We interpret everything we experience through these mental maps. “Paradigms are inseparable from character.But if we want to make significant, quantum change, we need to work on our basic paradigms.” “If we want to make relatively minor changes in our lives, we can perhaps appropriately focus on our attitudes and behaviors.“Our paradigms, correct or incorrect, are the sources of our attitudes and behaviors, and ultimately our relationships with others.”.“We see the world, not as it is, but as we are -or, as we are conditioned to see it.”.“To try to change outward attitudes and behaviors do very little good in the long run if we fail to examine the basic paradigms from which those attitudes and behaviors flow.”.We simply assume that the way we see things is the way they really are or the way they should be.” We seldom question their accuracy we’re usually even unaware that we have them. The power of a paradigm shift is the essential power of quantum change, whether that shift is an instantaneous or a slow and deliberate process.” “Paradigms are powerful because they create the lens through which we see the world.And what we see is highly interrelated to what we are.
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