Unit 6 Discussion 1 & 2

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Capella University *

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Psychology

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Oct 30, 2023

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Unit 6 Discussion 1 The first day of class is usually a repetitive occurrence for any of my college courses. The order of the first day for any of my class is to go over the syllabus, objectives of the material, expectations of the students, and last but not least, I take any questions. Once the initial summary of the course material is complete, for an icebreaker, I have the students introduce themselves, their course of study, and a favorite hobby as a way for my learners to become more comfortable with one another. This way, the learning feels more personal and has a connection to their future career of choice. All the material that I use, whether it be textbooks, print outs, PowerPoints, discussion topics, models, or laboratory experiments are prepared in advance because there are various types of assessment to implement per the categorization of class (Woolfolk, 2019). Since I am a professor, all the learning objectives for the course are prepared beforehand and approved by the department before being taught in the classroom. All the objectives should summarize the main components of the knowledge that will be taught to better the student’s learning experience (McKeachie & Svinicki, 2013). Bloom’s Taxonomy is a method used to assess learning levels of an individual as well as categorizing educational goals (Spence, 2019). The usage of Bloom’s Taxonomy aids the learner in development of critical thinking skills, application of challenging concepts, and retention of material. Since it is best to apply one aspect of Bloom’s Taxonomy at a time, knowledge is built, expanded, and then applied to assessments (Agarwal, 2019). Evaluation: Students will choose a laboratory skill to demonstrate and explain why they chose the technique in reference to how it will aid in their future career. Synthesis: Students will address a laboratory experiment which has a high error rate and elaborate on why there may be more errors than success. Analysis: Students will choose two laboratory experiments to compare and contrast, listing how it will benefit the chosen experiment that was demonstrated. Application: Students will address and apply the laboratory skills in the chosen area of their profession by giving a demonstration to peers and/or faculty. Comprehension: Students will explain the concept and/or reasoning behind the usage of the laboratory techniques for their chosen professor. Knowledge: Students will identify the optimal laboratory technique for their chosen profession and apply it in the future. References Agarwal, P.K. (2019). Retrieval practice & Bloom’s taxonomy: Do students need fact knowledge before higher order learning? Journal of Educational Psychology, 111(2), 189-209. https://doi.org/10.1037/edu0000282.supp McKeachie, W., & Svinicki, M. (2013). McKeachie’s Teaching Tips. Cengage Learning.
Spence, B. (2019). Using Bloom’s taxonomy matrix to reach higher-level learning objectives. Radiologic Technology. 90(6), 622-624. Woolfolk, A. (2019). Educational psychology (14th ed.). Boston, MA: Pearson. Unit 6 Discussion 2 The difficult situation I chose to write about for this discussion post was the adult learner asks for a take home test, group examination, or the option of an open note test. In the college setting, usually a take home test, group examination, or an open note test is not common. Nowadays, examinations are mostly online and there are many lockdown options to prevent cheatings. The exams which are in-person are observed by professors or teaching assistants. If a student would ask me for any one of these options, I would have to decline. Many of my students who take my science courses, such as my Anatomy and Physiology, have to know this material like it is common knowledge for their future careers. Doctors, nurses, dental hygienists, x-ray technicians, respiratory therapists, so on and so forth do not have time to look up information in the middle of examining a patient or actin during an emergency. However, I do strongly believe in review. Students require a lengthy review of all chapters before the examination and a review of the test after everyone has completed the exam to avoid any cheating incidences. Per most college policies, any student found cheating is subject to expulsion from the university. McKeachie and Svinicki (2013) urged a review of examinations with the students grouped together to ask the professor why certain questions were incorrect. Students could also help each other, especially those who do not mind sharing which answers were correct and which were incorrect. This way, the learners can determine where their strengths and weaknesses lie within the subject material. References McKeachie, W., & Svinicki, M. (2013). McKeachie’s Teaching Tips. Cengage Learning.
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