Digital Project

Here is my very first piktochart

https://magic.piktochart.com/output/19255372-new-piktochart

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Feedback Strategy – Poll

https://www.polleverywhere.com/multiple_choice_polls/g3lVWhRSz30owGE/web.js?height=250&results_count_format=percent&width=300” target=”_blank”>Let’s see if my new poll works!

Nursing Unit Assistant Program Course Outline

In this program I learned about the characteristics of the adult learner, Blooms Taxonomy, various learning theories, questioning techniques, and the importance of media in education. I learned how to create a DACUM Chart, complete a lesson plan, create performance objectives, and a course profile. I conducted a discussion forum and built my own blog. I learned, in a meaningful way, that learning is messy and that teachers are everybody everywhere. I learned the importance of reflective writing and critical thinking.
But as a future Nursing Unit Assistant Instructor one of the most interesting things I learned is the importance of not only how but also why to create a Course Outline. In our competitive world it is extremely important for educational institutions to provide current information about their programs, especially in regards to information which may leads to growth in student enrolment. In the past I never considered that providing the public with such information could be part of the instructors’ job. However, now that I have a better understanding of the structure and funding of educational institutions, it could help me to be responsible in a different way for the course or program I am about to teach.

course-outline-d

 

 

Skillful Teaching Online

In past courses we talked about the benefits of studying online and also the shortcomings of it. However, as I was reading through Brookifield’s eleventh chapter of skillful teaching, I realized that we have not talked about what online teaching means. Based on the three core assumptions of skillful teaching it appears that there are no differences between face-to-face and in class teaching. They are applicable in diverse circumstances:

-“Skillful teaching is whatever helps students learn.
-Skillful teachers adopt a critically reflective stance towards their practice.
-The most important knowledge skillful teachers need to do good work is a constant      awareness of how students are experiencing their learning and perceiving teachers’ actions.” (Brookfiled, p.17.)

There are obvious challenges in the cyber world, i.e.: feeling isolated. This is one of the reasons why small group assignments are so important as well as linking interactions to content modules. Most of my adult formal education was earned online. Therefore I honestly can say that the teachers I worked with had the skills of being helpful when needed, aware of the students experiences to keep the class on track and critically reflective practitioners by making adjustments to the curriculum as needed based on the students’ feedback. I hope that it is not too naive of me to say that completing most of this program online provides me with a glimpse of what an online instructor’s every day looks like.

 

References:
Brookfield, S.D. (2006). The Skillful Teacher: On technique, trust, and responsiveness in the classroom. ( 2nd ed.). San Francisco, CA: Jossey-Bass.
Image retrieved from:
http://www.davesabol.com/portfolio_files/eLearning/instructor_role.php Skill

The Life-Long Learner

It always makes me feel proud to hear about outstanding fellow Hungarians outside of our borders. I can not agree more with Ben Dunlap. Hungarians and Hungarian inventions are everywhere. Besides music, film and business I could continue with a list by mentioning names that are well known worldwide in literature, art, medicine and science. In my own backyard countless people have said that they knew a Hungarian whose kind and wise words and actions stuck with them for decades. Even if you haven’t came across one of us yet, you may have noticed “Sheldon’s” tissue paper holder, in one of the very popular tv shows, is a replica of a Rubik’s Cube. And yes, that popular game was also created by a
successful Hungarian architect, Erno Rubik. But what drives an architect to become an inventor? What drives these people to challenge themselves to be better at what they are doing? And what drives them to ask questions outside of their professions?
Ben Dunlap found the answer for me: “And it lay precisely in that insatiable curiosity, that irrepressible desire to know, no matter what the subject, no matter what the cost, even at a time when the keepers of the Doomsday Clock are willing to bet even money that the human race won’t be around to imagine anything in the year 2100, a scant 93 years from now.” He not only answers the above questions but also outlines the importance of lifelong learning.
Reference:

Program Evaluation

Here is my comment on the case study presented in the Additional Resources section concerning a program evaluation issue. This is my first time to work on such a topic; any feedback is welcome.

The extent of this evaluation is the Long Term Care Aide Program because of the unacceptably high, 40%, attrition rate. This poor completion rate jeopardizes further funding of the program unless this issue is resolved.
The constraints of the planning and execution of this evaluation are the fact that attrition of the last intake has happened already, and the new intake of students is scheduled to start in six months.

A feedback questionnaire may be used to collect necessary information from faculty members in regards to student retention. It also could provide them with a platform to voice any concerns. This questionnaire could contain questions as follows:

Which classroom techniques do you find most effective meeting the needs of ESL students?

In addition to the current prerequisites what other skills and attitudes are necessary in  your opinion to assure students’ readiness for this program?

What other delivery format, i.e: evening, weekend, and online courses, could be used to retain learners while maintaining the integrity of this program?

Although the college evaluates all programs by a questionnaire sent to the graduates’ homes, these results only indicate the placement of graduates in appropriate jobs. Therefore a formative questionnaire could be used to evaluate the needs and challenges of the new intake of students. This could only happen in six months when the present program is completed.
However, a questionnaire could also be used to ask current students and alumni of their experience in the program.

What is your reaction to the program?

Are you satisfied in terms of course delivery?

Was the program flexible to cater to you, as an adult learner with unique needs?

While these questions are not designed to measure learning they provide answers in regards to customer satisfaction.This evaluation process will take over six months to complete. As the college already measures post-graduation success this evaluation’s focus will be data collection to improve student satisfaction and retention.
The following stakeholders will be asked to participate: faculty members, students and alumni.
The recommendation to the college to enhance the quality and fairness of this evaluation is to widen the range of stakeholders being asked. This could provide a more extensive range of data. With that, necessary changes could be made to the program which would help with student retention.

The attached picture represents the accreditation process, however it helped me to understand program evaluation.

 

Resource:
http://www.onlinecourses.net/losing-accreditation.html 

Lecturing Creatively

Many examples have been named by Brookfield in regards to creative lecture approaches. One of my favourite is the “Lecture from Siberia” (Brookfield, p. 104), which perfectly outlines the area where students preferred to sit so they can be as far away from the teacher’s surveillance as possible. As the picture below shows, sometimes students have very strong motives to do that.

When this happens, it is the lecturer’s job to use an innovative way to engage students. It can be done by simply moving to and continue with the lecture from “Siberia.” This is an effective way to shift the energy in the classroom and capture students’ attention.

Reference:

Brookfield, S.D. (2006). The Skillful Teacher: On technique, trust, and responsiveness in the classroom. ( 2nd ed.). San Francisco, CA: Jossey-Bass.

Students’ Resistance to Learning

Brookfield listed twenty three possible explanations of students resistance to learning. He starts out explaining factors that are student driven, i.e.: Poor Self-Image as Learners, then moves onto social factors, i.e: Cultural Suicide. Last he gives some examples of resistance to learning that are caused by teacher behaviour. Teachers and instructors often time feel a responsibility towards student engagement and success therefore they try to resolve the problem at hand. But the reality is that this is a multi layered phenomenon. Just like any “skeleton in the closet” it could be intimidating and could cause anxiety and discomfort to all involved. Admitting its existence and being able to talk about it openly could help to take the heat out of resistance. I can see how everybody’s situation and reasoning may be different. This is why I like his idea of providing examples of former students’ endeavours. This could be a service to our students who can learn about how others managed to overcome obstacles that may be similar to their own. He also talks about situations where, despite our best efforts, we must acknowledge and accept the students’ right to resist. At the time they are just not ready to learn something new. There are late bloomers who need more time to become successful in learning. I know this for a fact as I am one of them. Collecting such information could be done by dedicating an item to this topic on a Feedback Questionnaire.

Reference:

Brookfield, S.D. (2006). The Skillful Teacher: On technique, trust, and responsiveness in         the classroom. ( 2nd ed.). San Francisco, CA: Jossey-Bass.

Career Management

Although content in my current position I started to self-evaluate approximately three years ago. Interestingly enough that was the time when a permanent position was awarded to me. One of my biggest goal, especially after being a casual nursing unit assistant for a couple of years, was to get a regular schedule at work which could provide a regular schedule at home. The race to achieve this goal was rewarding. Once settled into my new position I shortly recognized that having a permanent position is not as fulfilling professionally as I first thought. While being casual, I had to learn something new almost every week and that was exciting. In my permanent position the quickly learned daily tasks soon became routine duties. I soon had to realize that it was time to make some decisions regarding my professional life. After self-evaluating where I wanted to be, where I was and where the gaps were, a plan was formulated. First, I realized that the skills and knowledge I employed at that time were not enough to take on more responsibilities. So I started to work on and completed all the available courses my employer offered. That experience provided me with a prospective that regardless of how well I know my job there are always new skills and techniques to learn. Orientating new employees awoke the love of teaching in me. I tried to push this feeling to the side for so long after a bad experience of being denied, as a teenager, from a college to become an educator. But now, being armoured with knowledge, skills and attitude, I know that being an instructor is what I have to do. Evidently it is a long term plan but I am working toward filling in the gaps. The point has been reached where now I have the normally required five years of experience in my current position. The fifth course, Professional Practice, in PIDP will be completed this year which is a great accomplishment considering I only started the program in last February.
As an adult learner I understand what needs to be done to better myself professionally. As a self-directed learner I have the motivation to learn and carry out the plan which was carefully planned and initiated.
Reference:

career management

 

Teaching in Divers Classroom

Multiculturalism is a new concept to me. Growing up in the middle of Europe in a small town embraced by multi generational family, neighbours, and close friends was the only life I knew. Emigrating to Canada eighteen years ago was when I was first exposed to this new way of living. Ever since the diversity in all aspects of my environment is astonishing. Although now I see the BC mountains as being so beautiful but at first they were definitely a great challenge. I grew up on the plains where my eyes could see far but this new landscape left me feeling closed in and isolated. Experiencing new flavours, smells, colours and accents all at once was overwhelming. I was and still am in the process of learning to be open minded and trusting. Living in a multicultural environment provides learning opportunities on many levels. It teaches us to learn about our own selves on a much deeper level which then will build confidence. As instructors we must not allow this confidence to keep us from our goal of connecting with everybody in every class we teach. As Brookfield says: “If I am working with large numbers of students from racial backgrounds other than my own, I cannot morph into someone of another race, using styles of communication and illustrative examples drawn from a different racial experience.” (Brookfield, p. 171) Compromising authenticity is always a risky game. Especially when it comes to teaching a class full of students. We are living in a country where diversity is our normal. Growing from my own experience helped me to employe an attitude toward teaching which has an element of humility towards diversity.

Reference:

Brookfield, S.D. (2006). The Skillful Teacher: On technique, trust, and responsiveness in the classroom. ( 2nd ed.). San Francisco, CA: Jossey-Bass.