Seven habits of highly effective people quizlet
All reading assignments in this class are expressed in the form of a quiz in Canvas (our LMS). For example, they recently read the chapter in the Getting Things Done book about reviews, which emphasizes a process called the weekly review. The vast majority of the time, the main activity for the session is building upon something they have already learned a little bit about. Sometimes, we get started in the larger group and then go into breakout rooms for further practice. Dave learned about peg words from when he worked at Dale Carnegie, though mnemonic peg systems come up in other contexts, as well. Or, if you state one of the habits to them, they know the associated number. They instead can have a number listed off and they can tell you the corresponding habit. They can list them 1-7, or descend from 7-1. I have been reluctant to try it in my current class, though, since we are in a groove with Quizlet and there’s no need to change things up at this point.ĭave recorded some short videos that teach them how to memorize the 7 Habits of Highly Effective People. I have flashcard decks in Quizlet that we will work through to review by playing some of their solo games, or by doing a few rounds of their Quizlet Live game.Ī listener recently recommended Quizizz, recently, and our daughter has loved getting to experiment with it (she’s playing a game right now, in fact). We often begin by doing retrieval practice. This class has a fair amount of new vocabulary for the students. Some kind of ongoing way of documenting our collective answers to these two questions might be interesting, using maybe Padlet or some other kind of more visual tool. I tend to move away from discussion boards, since most learners have had such awful experiences with them that there’s so much unlearning to do in order to get going with them that I often consider other options, first. 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. I still feel a bit wobbly in my teaching this semester.