Inspiring Active Learning:
Chapters 1 & 2
Harmin and Toth share insight into reaching all students’ learning through motivation and inspiration. I liked how in chapter 1 they described general students in a variety of categories regarding typical motivation types and their Figure 1: Active Learning Ladder. Thinking of different types of learners reminds me that realistically reaching all students requires great teaching and effective instruction. I like the idea mentioned about helping students reach their potential daily in five different aspects of DESCA: dignity, energy, self-management, community, and awareness. In chapter 1, they identify ways for measuring active learning.
I found the examples of the DESCA Scale for rating a Class, the DESCA Questionnaire, and the Active Learning Scale interesting methods to assess student level of learning aspects such as engagement. I feel that it important to consider the different components of DESCA when evaluating student learning and the forms are geared towards the assessment of the components during
learning settings. I also feel that it is crucial to know if students are active and alert.
If they are not, higher levels of learning will be difficult to take place. One of the forms provides a scale from 1 to 5 which provides a guideline of which areas need to be adapted to increase learning potential. Another form allows students to check which state they’re in during learning so that they also can determine areas needing the most attention. Also, I liked the use of graphs in comparing teacher influence on students. It provides data to increase effective learning acquisition.
As mentioned in chapter 2, I feel that it is important to continually search for better ways to teach our students. It is crucial to avoid becoming routine
and ineffective teachers. I agree with the fact that most rely on familiarity because it is safer than venturing into the unknown. I have always been more comfortable teaching familiar lessons. I can see why many teachers avoid the road not taken. I can also see why the road not taken can lead to new and better paths that lead to more effective methods. I like how Harmin and Toth want to help teachers on their journey of exploring better ways without being afraid of unfamiliar territory.
I found the listed aspects of self-guided professionals in chapter 2 appropriate and insightful: 1) targeting; 2) adjusting; 3) balancing; 4) supporting. I liked the examples given for each of these 4 aspects. I also liked the assignment of creating a list of possible adjustments in teaching strategies. I think it will be very beneficial in future teaching. I like how Harmin and Toth warn that even the best strategies can be a great success or a big failure. However, it is better to try and fail than never try at all.
It is also important to have the best goals for teaching the students; the right target is critical to increase effective teaching; the wrong or least effective target can lead to a lack of learning. I really liked the three teacher targets: small, medium, and large. It demonstrates what we should be aiming for, and it’s not just a problem-free day or even just to get the students to get the concepts we’re trying to teach. It is best to target active learning. I am called upon to reach for the most beneficial student goals and research for the most effective teaching strategies. I am called to action to implement better instruction and to always aim higher. Having my students active and engaged in learning will make an increased difference in students reaching their learning potential.
Chapters 1 & 2
Harmin and Toth share insight into reaching all students’ learning through motivation and inspiration. I liked how in chapter 1 they described general students in a variety of categories regarding typical motivation types and their Figure 1: Active Learning Ladder. Thinking of different types of learners reminds me that realistically reaching all students requires great teaching and effective instruction. I like the idea mentioned about helping students reach their potential daily in five different aspects of DESCA: dignity, energy, self-management, community, and awareness. In chapter 1, they identify ways for measuring active learning.
I found the examples of the DESCA Scale for rating a Class, the DESCA Questionnaire, and the Active Learning Scale interesting methods to assess student level of learning aspects such as engagement. I feel that it important to consider the different components of DESCA when evaluating student learning and the forms are geared towards the assessment of the components during
learning settings. I also feel that it is crucial to know if students are active and alert.
If they are not, higher levels of learning will be difficult to take place. One of the forms provides a scale from 1 to 5 which provides a guideline of which areas need to be adapted to increase learning potential. Another form allows students to check which state they’re in during learning so that they also can determine areas needing the most attention. Also, I liked the use of graphs in comparing teacher influence on students. It provides data to increase effective learning acquisition.
As mentioned in chapter 2, I feel that it is important to continually search for better ways to teach our students. It is crucial to avoid becoming routine
and ineffective teachers. I agree with the fact that most rely on familiarity because it is safer than venturing into the unknown. I have always been more comfortable teaching familiar lessons. I can see why many teachers avoid the road not taken. I can also see why the road not taken can lead to new and better paths that lead to more effective methods. I like how Harmin and Toth want to help teachers on their journey of exploring better ways without being afraid of unfamiliar territory.
I found the listed aspects of self-guided professionals in chapter 2 appropriate and insightful: 1) targeting; 2) adjusting; 3) balancing; 4) supporting. I liked the examples given for each of these 4 aspects. I also liked the assignment of creating a list of possible adjustments in teaching strategies. I think it will be very beneficial in future teaching. I like how Harmin and Toth warn that even the best strategies can be a great success or a big failure. However, it is better to try and fail than never try at all.
It is also important to have the best goals for teaching the students; the right target is critical to increase effective teaching; the wrong or least effective target can lead to a lack of learning. I really liked the three teacher targets: small, medium, and large. It demonstrates what we should be aiming for, and it’s not just a problem-free day or even just to get the students to get the concepts we’re trying to teach. It is best to target active learning. I am called upon to reach for the most beneficial student goals and research for the most effective teaching strategies. I am called to action to implement better instruction and to always aim higher. Having my students active and engaged in learning will make an increased difference in students reaching their learning potential.