Category Archives: Chapter 3

Teaching Experiences

I have found that the students rely on being spoon fed their materials. At the beginning of the semester I tell them to use my Power Point presentations as a study guide, and to put notes in the margins, since all class materials are not exclusive to the Power Points. I have asked to see their notebooks and only a few had copied notes. Those were the better students. I also give them additional reading from current events in the industry and put them as bonus questions on the Mid Term & Final Exams. 95% of the students get them wrong or don’t answer them at all. When I give it as regular question I get the same results. They need to get motivated for the career in which they have chosen.

I expect the students to become independent thinkers when they can think outside the box. For example, students in my real estate class are asked to prepare a budget of Income and Expenses for a small hotel they will present at the end of the semester. My homework questions are meant to be used for their final presentations. One of my questions was that if it costs $5 to prepare the free breakfast,  could it be used as a source of income. Some answered yes, and recorded the results as income and expense of $5. No thought was given as to how revenue could be derived.

Chapter 3 Response

Metacognition is something that everyone use it everyday  without even noticing. Reflecting on our own thoughts is how we gain insight into our feelings,needs, and behaviors.Thinking about our own thinking is how we learn, manage, and adapt to new experiences, new challenges, and emotional roller-coasters. The concept resonates with me is on page 19th. I say to my students that is not the grade of your first laboratory report that shows how smart you are. This  grade will help you to find another way of thinking and to get 100 on the next laboratory report.

Some  other factors that might influence student learning are:Individual level of the intellect, health, physical, mental and social factors. Teacher’s personality and environmental factors can influence student learning

 

 

 

 

on independent learners

In reading CH 3 of Mcguire’s book “Teach Students how to Learn” it made me reflect on what are the expectations in order to improve student performance in class. She mentions that sometimes it is not about working harder but about how we work. She suggest that giving students strategies for thinking about how they are problem solvers and what is the process that get  them there will help them evaluate their level of learning.

Chapter 3

A few commonalities that came across in the posts from teaching and learning strategies include the ideas of student driven learning and accountability, assessment, application to practical examples, encouraging students to ask questions, and providing resources and examples that allow students to visualize the example.  As you are reading chapter 3, think about when you expect our students to become independent learners?  After you have done the reading, come back and post your answers to the following:

1.     Are your students at the associates or baccalaureate level?

2.     Do you use different teaching strategies for associate level students than for baccalaureate level students? Why or why not?

3.     What is metacognition and what concept from the chapter resonates with you and why? (identify the page number)

4.     What are other factors that might influence student learning?

5.     How can metacognition help us towards our goal of increasing retention 5-10% starting in the fall?