Monday, September 16, 2013

Emerging themes from our session of quiet...


Themes

In terms of commonalities shared within the three posts, what is initially clear is the intent of the writers to pursue best practices for canvassing student personality types to create environments where learning can take place.  When Wynne speaks of the variety of skills being asked, from writing, to presentations, exams or otherwise, it’s important that we think of creating minds that not only emphasize and achieve with their strengths (i.e. an extrovert may prefer certain assessment or assignment types) but also remedy their areas of discomfort and weakness, right?  While a student may not prefer to be engaged in a certain way in a certain space, that doesn’t mean it would not be academically beneficial (or even more far ranging than that).  By using thoughtful multiple modes, this might be achieved.  

From Nikki’s thoughts - where group work might be a large phase of the work, this doesn’t mean eliminating the “individual” and their time to construct ideas.  I’ve found that group work that ‘starts’ as group work leads the dominant voices to rule the assignment, as introverts need the extra time to think deeply (and really, the extroverts need it just as much, even though it isn’t their natural process).  For instance, in part due to this discussion, I’ve altered how I construct my first assignment for my Broadcasting (Intro) class, which is to create ideas and questions for street interviews.  Generally, in the past, I’ve grouped students together and allowed them to wrestle with ideas and end on one that we can exhaustively work on and produce.  This time around, I’ve asked them for homework to create several topics and question sets on their own, and will put them into teams with the understanding that they will represent their ideas within the group at that time.

I'm grateful for our session and writing of others to consider how to push further with our understanding and implementation of pedagogy.  Link to my initial post.

No comments:

Post a Comment