Final Showcase

Group Members	Roles	Commented On
Jess Conley	Implementation Video Script, Reflection Questions, Filming Implementation Video	Group 2
Mariana Lane	Editing Implementation Video, Voice Over Reflection Video, Editing Reflection Video, Posting	Group 3
Jennifer Lantz	Reflection Questions, Implementation Demonstration	Group 2
Carol Shields	Implementation Video Script, Reflection Questions	Group 3

Reflection

What did you learn from this course?

We learned a wide variety of information about adult learners and their needs. There are differences between adult and children learners specifically adults learn better with real-life situations while children’s learning is focused on developing meaning.   And, the saying “you can’t teach an old dog new tricks” is not true.   Aging does cause physical changes, but adults are capable of learning throughout their lifetime.  

Additional learning included the cyclical nature of adult learning. Having opportunities for reflection and feedback are an important part of the learning cycle. Thinking about your learning experience through reflection, and hearing from the teacher and classmates through feedback, discussions or comments are just as meaningful and significant as practicing what you’ve learned.   There are different learning styles: cognitive, affective, physiological, and interpersonal; or Kolb’s learning styles: divergent, convergent, accommodative, and assimilative. 

Our group was formed because of our mutual interest regarding the brain and mind in learning.  To improve learning, activities should be both verbal and non-verbal, use all the senses, keep the mind busy enough to engage but not overwhelm so not to cause the brain to down-shift.  We also learned that the physical environment and personal relationships play a part in the learning process. 

Finally, during our discussion on syllabus design and objectives, Bo said she doesn’t save the big assignments for the end of the semester.  She shared from her experience that students are usually tired and overwhelmed at the end. She assigns more work toward the beginning to middle of the semester while students are still energized and motivated. That has been valuable advice especially applicable now as we all have been overwhelmed with changes to our jobs and lifestyles in dealing with the global pandemic.

What did you like or dislike about our online discussions, group project and this

course in general?

            Bo did a good job connecting students in the groups that had common interests. This created the foundation for the students to move forward as a cohesive team. Many of the heavy lifts in the course are found more upfront in the semester which is different than other courses. This came in handy towards the end of the semester for those taking more than one course or for those affected by the current climate across our nation.

The syllabus was easy to understand and was a helpful reference throughout the semester. The course design is good for students who like more autonomy in their work while still offering some guidance on required needs. Bo and her graduate assistant were very flexible and accommodating to students on assignments A few of the videos shown in the course seemed outdated. There may be an opportunity to find new videos that hit on the key concepts that are liked in the formerly used videos. You could even leverage future students to find these for you for some extra credit at the end of the semester.

            While there was flexibility for those who asked or needed it for posts, this is a unique course in that it requires a mid-week post. For most adult learners the weekdays are hard to fit schoolwork in. To be more accommodating to students you could make posts due Friday and then replies due by Sunday. Also, one of the two books required for the class was not fully utilized. Perhaps consider making copies of the few sections we used from the Lawson book to save the students money in the long term. We believe you would be okay to do this under the fair use act.

How do you think the project was able to help you understand the practical field and the theories?

This project helped us understand the theories behind brain-based learning and the practical ways in which they are used when teaching. It was helpful to do the research into the theory first individually, then collaborate within our groups. In the theory review paper, we also talked about ways we could use them in a classroom setting.

In our groups, we found what theories and ideas stood out to each of us the most. We then discussed these points in preparation for putting together our syllabus. We found that most of us had picked out the same theories as the most important. We then discussed how we would implement them in the class that we designed. We all listened to each other’s ideas and came up with a way to use these theories in planning our class and designing our syllabus.

Use examples to tell us how the various learning resources in weekly discussions help you understand the theories and how to apply theories to practice?

In our weekly discussions, we each read, watched presentations, or watched videos about a certain topic, then we discussed the points together and commented on each other’s thoughts. It was good to hear what other classmates thought and to hear examples from their lives as educators. We also liked seeing the different ways other practitioners demonstrated the theories in their classrooms or learning environments. It was interesting to see how the same theory can be applied in different settings and gave us ideas to include when we are teaching. 

What do you suggest to better support your learning? What are your suggestions for future students?

Students should ensure they create a plan at the beginning of the course that has wiggle room for flexibility along the way. We all have lives outside of school and ensuring your team has a buffer to complete items will serve you well. Be clear and upfront with your team on your availability and set clear boundaries so that you each can honor one another's needs. If you have the time to engage with the discussions more than what is required, do so. If several people do this, you will set an example that others will likely follow and create a broader learning environment.

Bo is flexible and understands that students have things that come up. She is also willing to answer questions but if you don’t tell her she can’t help you. So, be sure to connect with Bo on your needs so she can support you. There will be times when focusing on school is very hard, like during a global pandemic for example. Let go of your expectations on what should be done and do whatever is your best at the time. Ultimately, as adult learners, the most important thing is that you learned something. Don’t let your own expectations hold you back from reaching your full potential in that moment.

Implementation

Aims we wish to achieve with our design	Main theoretical ideas	Main activities in our syllabus	Main methods/tools/strategies in our syllabus
Help students learn and remember more of what they learned.	Engaging the brain in multiple ways and through multiple senses can help to reinforce information in students’ minds and help them learn better	Use handouts, activities, videos, and games to supplement lectures.	Throughout our course students participate in 10 activities.
Build on students' existing knowledge to establish a good foundation for new material.	Connecting new information to existing knowledge strengthens both sets	Provide an overview at the start of each class.	Review information from previous class sessions, answer any questions students may have on previous material and then introduce the material to be covered that day connecting it with previous class sessions
Ensure learning pathways created in the learning process are connected to good, valid math skills and not on improper steps or misconceptions.	Neural pathways weaken when they are no longer used	Provide students with quick feedback	Homework assignments and quizzes will be returned to students by the next class session. For example: If a student takes a quiz on a Thursday, the quiz will be returned by the next Monday.
Our goal is to overcome or change any negative feelings students may be bringing to class as their “baggage” about how bad they are at math, or that they can’t learn.	Laugher and being happy or positive can help a person learn.	Use humor to create a positive environment.	In class, we would try to put students at ease by telling students funny stories and making them laugh. We would also try to be friendly to students and have a smile on our faces to help create a positive environment.
Our aim is to avoid the questions: why do we need to learn this? when will I ever use this?—by showing them that these math concepts are applicable to their lives and once learned can be used to make their lives easier.	Real-life or relevant examples are the best for learners.	Use real-life examples in class and create activities that center around real-life scenarios.	Many of our activities in our syllabus are based around real-life scenarios. Two examples of this are Activity #3 and Activity #7. In Activity #3 students use the manipulation of serving sizes on recipes to work on their multiply and dividing fraction’s skills. In Activity #7 students find the best deal on grocery items by using ratios to find unit prices.
We will create a positive learning environment and a community of learners that feel free to share and ask for help.	Low threat environments are generally the best for learners as stress is reduced.	Reducing stress by giving students options and reducing test anxiety.	In class, we will not call on specific people and force them to answer or make anyone go up to the board. Instead, we will encourage participation in all classroom activities, and alternate with physical activities like breaks. Students will also be able to choose groups for in-class activities. We will also provide students with review worksheets before quizzes to reduce test anxiety.

References

Caine, R.N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.

Craig, D. I. (2003). Brain-Compatible Learning: Principles and applications in athletic training. Journal of Athletic Training, 38(4), 342–350. Retrieved from http://www.natajournals.org/

Fathima, M. P., Sasikumar, N. P., & Roja, M. (2012). Memory and learning - a study from neurological perspective. i-Manager’s Journal on Educational Psychology, 5(4), 9–14. doi: 10.26634/jpsy.5.4.1683

Khan Academy. (2014, August 19). Growing your mind [Video]. YouTube. https://www.youtube.com/watch?v=WtKJrB5rOKs

MacGibbon, M. (2012). Winning with laughter. Canadian Manager, 37(2), 8-9.

MacKeracher, D. (2004). Making sense of adult learning (2nd ed.). Toronto, Canada: University of Toronto Press.

Pool, C.R., (1997). Brain based learning and students. Education Digest, 63(3), 10-15.

Robinovitz, J. (2005). Practical math success in 20 minutes a day. New York: LearningExpress.

TED-Ed. (2015, February 23). The last banana: a thought experiment in probability - Leonardo Barichello [Video]. YouTube. https://www.youtube.com/watch?v=Kgudt4PXs28