Reflective Reflection On Learning

I open this notebook to first reflect on my microteaching session which, I hope, addressed some of the key points of arrival that strikes a balance between activity and receptivity. My goal was to show how learning occurs interactively and that it also plays out differently for each actor involved. That is, as we learned at the conclusion of my lesson, some students actively learn through reading while others may have a preference for listening. In light of this, instructors must consider how to reach the most students; and I believe teaching for the promotion of analytical engagement that may result in meaningful application of the material must centralize variety as a method. Below I focus on the following varieties: delivery medium, content type and format, repetition, and discipline. Also, not after applying but during the application process of these variations in teaching, measurement of learning can be determined through student demonstration.

To achieve this, teachers should balance the medium through which information flows. Since, as Bean suggests, students learn best when they participate in learning, I think the best starting place for teaching a class is to ask explicitly what makes students the most comfortable in terms of learning and participating in class. Chances are the answers will vary with some students preferring class discussion, others enjoying small groups or delivering presentations. While less common, there will be students for whom reception matters. These are the students who learn by having something explained to them. Importantly, reception does not have to be inactive. For example, reception can involve peer-to-peer engagement, question and answer sessions, or writing to explain. By delivering material in a variety of ways, teachers can ensure learning occurs for the most number of