Trista reading notes #7

The readings this week offered an overwhelming amount of information on the learning process. While I read the chapters over the weekend, these readings took me a few days to figure out what I wanted to take from them. Both Davis and Lang discussed Perry’s main stages of intellectual development. While I found them useful, it seems hard to distinguish how to not only accommodate for multiple learning styles (Davis p. 274) but also for differences in intellectual development. How do you develop a course, assignments, and lectures with all of these differences in mind? Are strategies different or similar dependent on learning styles or intellectual development?

Davis recommends helping students become self-regulated learners. This seems like the ideal situation for a teacher. She offers a few suggestions but I am wondering if anyone has some specific examples on how to accomplish this? Additionally, how do you help move students from one stage of intellectual development to the other?

I liked Lang’s chapter on students as people. He brings up some very good points. First, stick compassionately to your syllabus. This is a topic we discussed a few weeks ago and is something I as a teacher feel that I do. I try to be accommodating for certain situations and those students that put forth effort or communicate with me. Learning for me is the objective. While I like assignments on time, for certain situations I will accept an assignment late. I would rather the student complete the work and get the learning experience than thinking it’s too late and not learning from the project. Second he mentions to listen but not counsel. This is a fine line as often students are coming to you for advice. Students most often are aware of the counseling center/services on campus, but it is easier or more comfortable to go to a teacher. If it is not academic advice they are seeking I agree with Lange in that they should seek professional services.

The chapters regarding demographics and diversity in the classroom were those that I found most refreshing. One of the things I find interesting about NDSU is our diversity and how in some situations it is well incorporated and in others is not. With a graduate school where nearly half of the population is international students, it is imperative that we find ways to incorporate this into the classroom. Additionally, there are many disciplines where males have historically been the majority and it is difficult to incorporate gender inclusive language. I am fortunate to have a faculty friend in the counseling department and other teachers who have helped to open my eyes to the inequalities seen in society. I took Dr. Weber’s social inequality class last semester and it was truly one of my favorites of my graduate career. Visiting other countries and having many international friends has helped as well to understand the different difficulties faced by individuals. I do personally try to personally learn, attend, and be active in as many sessions offered through NDSU on diversity as possible. I feel it has definitely opened my eyes and will help me in my hopes for a successful career in higher education/student interaction.