How to effectively teach both internal and external (comment) | In high eddy

Faculty and education designers need to consider a number of factors when designing effective and engaging courses. They often ignore a student’s direction for others and the world around them – especially if they are pushed in or out of control.

Karl Jung In 1912 he developed the concept of psychoanalysis, and from this, Briggs and Myers developed the well-known Myers-Briggs personality type. In plain language, executives tend to gain power by interacting with others, and introverters tend to gain power through reflection. To consider your position on the stage, answer the following question: “In general, when you are at a big event, do you feel energized and ready, or are you tired and tired even though you are having fun?”

Extroverts gain strength with others, so when the teacher uses conversations, games, or other active methods, the teacher changes the activities of the group. Advertisers often prefer to keep it to themselves, so asking them to contribute their ideas on the spot can be stressful rather than motivating. Extremists like to think loudly, sometimes starting with one idea or answer and finally moving on to another, discussing themselves throughout the process. Entrepreneurs remain silent, reflecting, thinking, solving problems or writing alone. If a course is not adapted to provide such an environment, incoming students may not be able to learn.

The problem: In-faculty faculty and designers design more reflective, internalized courses. Advanced Teachers and Design Design Courses for Student Interaction. They are not meant to discriminate against one or the other, but they are unknowingly drawn to that kind of teaching. Therefore, unless you identify ways to incorporate significant learning experiences that overcome both internal and external factors, the class may appeal to one type more than the other.

For many insiders, it feels like an outsider. “I will not keep silent. I am cerebral. ”Why does this stranger’s sudden, temporary analysis of” silence “or introspection in the academy seem to be simply despised, discounted and questionable in some areas?

Diedra Faye Jackson, a hacker, has been shown to be less valuable than his colleagues. Too often, extroverts experience unfamiliar feelings of pre-existing bias. Many think that extremism should be everyone’s goal. It may be common for students or teachers to think that everyone is reaching the level of an expert, which means that some intelligent people suffer in terms of respect and think that they are not very successful. However, those students must be properly represented in the design of the course. About one-third to one-half of the people are inside.

Imagine a world full of only one kind – we lose the talent of another. Where excavators run ahead to complete the task, insiders can dig deeper and inspect it. Developing teams that work together both internally and externally can create a broader and more creative mindset. Course design should be valued equally for everyone, as we are preparing students to be successful in the workplace, and collaborating effectively with others is an essential skill for success.

Our book, Designing effective education and significant learning, Provides a set of circumstances during the planning phase of the course design that teachers should consider. Those conditional factors provided great aha moments for participants in the Online Course Design Institute (OCDD) where we teach. Participants will be asked to examine the behavior of students and the teacher. What many faculty and educators often miss is how they designed their courses the way they learned.

During the online institute, when analyzing the learning environment, faculties identify their own experiences of swinging in or out. They find that they have a tendency to shape their coursework as much as they enjoy learning. They did not think about how to design for the group of students who would choose to study. In their redesign, participants deliberately balanced external and internal-oriented learning activities and assessments to expand alignment with course scores, to involve learning for all.

When to enter and to enter

When preparing a lesson, one should think about how it can lead students from extensions to intervention and vice versa, as both modes have benefits. Focused courses for both types help individuals to understand when to use them and how to switch between internal or external skills. The goal is to teach students to be successful in both situations. For example, by taking group roles, each job can be assigned to a work zone that works in the comfort zone to get the most out of it.

By looking at past course details, you may find that extremists enjoy talking in front of the classroom or in zoom-like sessions, making more verbal contributions in conversations, and working more in groups. Incoming students may seem to be backward, may not share much in the first place and may be more observant in group work. Teachers are often more likely to be outspoken about communication, so they can see additional evidence of thinking with abducted students.

If the group works in a group, one person from each group will speak, increase engagement, and share many ideas. Teachers can walk around the classroom or enter a magnifying glass, for example, monitor progress and provide feedback. But with so many voices, teachers still do not know all of them Others are thinking or stubborn.

Tanner Higgin suggests reconsidering our expectations for participation. Participation is often associated with loud thinking, and that is where the perverts prevail but the insiders struggle. Participation means a lot and should be – asking thoughtful questions, helping others, volunteering, coming to office hours or staying after class, posting online, doing job reviews and much more.

The faculty has integrated active education and explored many ways to engage students online during the epidemic. We support these strategies; However, active learning must be considered for secondary and for abductions. The Great Course Design provides practical learning balance, including reading and short presentations, active learning, where students apply and demonstrate concepts, communication skills, how students connect old learning to new learning, and reflective learning, how students use it and progress in their learning. Each of these disciplines is balanced in design, and when combined, they provide significant lessons.

Online Design Strategies

Online education creates a greater balance between indirect and intuitive learning. Students learn asymmetrically, analyzing how others have responded by encouraging them to reflect, with time and space to think and act. In the same, web-conference sessions, you can see some participants roaming around to share or type answers in the discussion tool. Giving opportunities and time to those who choose to type answers is a successful strategy for all students. And, as Higgins points out, asking good questions or posting answers are two great ways to participate in a course.

Using the course online chat tool in the education management system, students can post responses that show content application. When a written question is asked, students are given time to think in a thought-provoking response. By asking students to post before they see other responses, no one can post the correct answers first and take the others out of their thinking. Students can express themselves without being influenced by other student posts. Giving students the opportunity to review their posts in depth can also benefit sophisticated and intuitive students.

Everyone will have the opportunity to share and every response is expected to be valuable. As a result, teachers not only better assess the growth and development of each student, but also promote learning from multiple perspectives.

The chart on the right shows how intentionally designed learning activities can benefit incoming and marginalized students.

Faculty and education designers are redesigning courses with improved strategies to meet the needs of all students for a second time in both the front and online environments. By analyzing the behavior of students and teachers, you can better understand how each course provides opportunities for advertisers and opportunities. Choosing a balance of inward and outward learning activities meets the goal of full participation and participation among all students. Teachers should consider a list of learning activities and assessments on how to choose the best learning environment to achieve in the learning environment.

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