Journal Entry 1 — Learning Outcomes

When we discussed how to write effective learning outcomes in class, I found myself thinking that writing learning outcomes felt a lot like writing a SMART goal (Specific, Measurable, Achievable, Relevant, Time-bound). The characteristics of SMART goals are very similar to the CALMS approach for learning outcomes. Both should be clear/specific, measurable, attainable, relevant to the learner/goal setter, and time-bound. Here is a video that gives a quick overview of a SMART goal.

It is interesting to me that SMART goals and learning outcomes in the CALMS format overlap so much. To me, this shows that to be successful—both in our individual lives and as teachers—we need to incorporate the important elements of specificity, clarity, and relevancy to our planning. By beginning with the end in mind, it is easer to meet our destination.

As a student, I have to admit that I have never thought twice about learning outcomes. I have skimmed over them on many syllabi and thought, "That's nice," but never had any additional thoughts on the subject. Until I wrote my own learning outcomes in this class, I never realized how much learning outcomes drive the content of a course. Learning outcomes actually dictate everything! Now, I can see how valuable it is for a teacher to consistently refer back to them throughout the semester and plan each element of the course in relation to learning outcomes. I can see now that learning outcomes help keep both the teacher and the student on track with the course.

I don't have any plans to teach professionally at the moment, but I can now say that I understand why learning outcomes are so essential to effective teaching and training. Next time I see learning outcomes on a syllabus, I'll actually read them and refer back to them throughout the semester.

_____________________________________________

Journal Entry 2 — Sequencing

Since we talked about sequencing in class, I've put the concept in my "mental crock pot" and have been thinking about how to apply it to my instructional segment. In theory, it makes a lot of sense. The way each sequence builds on itself to further the understanding of the student is very logical. I can think of several classes where I have experienced the 4-MAT model and never even realized it.

As I worked on our sequencing assignment, I found the model to be very helpful with identifying the right places to implement activities to optimize student learning. This model helped me think about things from a student's perspective and identify how activities build on each other. I'm still thinking about how to create activities that will work for my entire unit, but so far, I've found the 4-MAT model to be very logical and helpful with organizing my activities for each learning outcome.

_____________________________________________

Journal Entry 3 — Training Presentation

My training presentation was a good "baptism by fire" experience into the teaching/training world. During my preparation, I used the 4-MAT model to identify which activities should go where in my presentation. I then used that structure to create an outline to create my lesson plan. I found the hardest part of the preparation process to be estimating how much time each activity would take. I thought the activities would all add up to about 50 minutes, but I wasn't sure. It turns out I was right on the mark.

On the day of my presentation, I found out that several of my teammates were unable to come because of Thanksgiving plans they had. So it turned out that I only had about six people in the room. But this made for a more intimate, friendly discussion. I also made the decision to not stand up in front of my teammates—which also added to a more comfortable space for people to speak openly.

Overall, I felt my presentation went well. I think there are some things I could have done differently or improved. I could have only shown part of my TED talk video or I could have had the attendees take the "Giver, Matcher, Taker" assessment prior to the training. If I do this training again, those are things I might change.

If I'm being completely honest, my first thought after I was done with the presentation was, "I could never be a full-time teacher." I felt stressed about planning the right amount of time for each activity, stressed about what my teammates might think of my presentation—honestly, stressed about the whole thing. I have always hated being the center of attention and talking in front of people, so it doesn't surprise me that I felt this way after the presentation was over.

That being said, I feel that I learned some valuable things about teaching/training through this experience. I learned that preparation pays off. I also learned that interaction and engagement when teaching is important. Despite my qualms about the whole presentation, I think teaching/training is something I could learn to enjoy with more practice. So, all in all, I'm thankful for this opportunity to stretch my skills and try something new.

_____________________________________________

Journal Entry 4 — Technology in the Classroom

Tonight's class was all about technology in the classroom. I have always been an advocate for interactive technology because I feel like it engages and interests me in ways that lectures and discussions often don't. But tonight we talked about some pros and cons of technology in the classroom that I feel are important to consider.

One of these cons was that technology can be distracting and often overtake a lesson. Or when there are people in the room who don't have access to a computer or phone for interacting with the group. But there are many pros as well—such as, the right online game can force learners to work together and interact in ways that they normally wouldn't.

When considering using technology in a lesson, I think it's most important to ask yourself this question:

Does your technological activity enhance or hinder learning?

If the answer is "maybe" or "no," you should probably re-evaluate the purpose of your activity. I think it can be easy to get so caught up in excitement for an activity that we forget to ask ourselves the why behind the activity.

I had several ideas during other student's presentations about ways I could use technology in my segment. I could use putting together a podcast outline as a way for learners to apply concepts of conflict/resolution. Or, I could use the PollAnywhere website as an icebreaker/connecting activity at the beginning of a class. The options are endless, it's just a matter of determining whether the technology fits naturally with what I'm teaching. As I finish up the lesson plans for my instructional unit, I plan to ask myself every time about whether the technology enhances or hinders learning.

Journal Entry 5 — Instructional Segment

If I'm being honest, our assignment to put together 10 hours worth of instruction was a challenge for me. As someone who has never taught lessons (outside of church) before, I struggled with planning and executing this assignment. I felt like I didn't know where to begin. Everything felt foreign.

It was the week where we talked about sequencing that the light bulb really came on for me. I found the 4-MAT model to be very helpful with understanding how to organize my ideas and activities for each lesson plan. And I finally thought through how each of my learning outcomes could be organized within the course to build upon each other.

The assignment took me a lot longer to finish than I planned on, but I found that organizing the activities and writing out the lesson plans to be really interesting. It seems like writing lesson plans is the time for a teacher/trainer to really sink their hands into the content and determine the best ways to teach it. I learned that this is a time-consuming process. It takes time to delve into your content and think about the most effective ways to present it.

The entire teaching segment experience really helps me to better appreciate when teachers/trainers put extra thought into their lessons and plan new, interesting activities for their students. I now recognize how much work this is for a teacher/trainer and can appreciate their hard work even more.