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Mark Brodsky's Personal Meeting Room - Shared screen with speaker view
Anne McDonough
17:32
yes
Ashari James
26:27
My microphone doesn't work but I do experience students mentioned similar concerns regarding their external factors that impact their education.
Ashari James
26:54
mention*
mkaminsky
29:11
If they are willing, I ask questions to walk back to something they do understand. This is generally more acepted during office hours than in class where the student may be afraid to "look stupid."
Anne McDonough
29:34
I work with adult students and having them identify strategies that have worked for them in the past when they were "stuck" seems to help get them thinking.
allison warner
29:55
I often remind students, before they say they do not understand, that they are not expected to know HOW to solve something right away, but to think creatively and work with their group to try and arrive at a probable solution.
allison warner
38:31
I eliminate some sections to allow for more time, especially if the material is repeated. I sometimes do a check-in before class of the PNL concepts to help make sure students have a good starting point. Sticking to a given amount of time per question, may mean that some groups get a solution that they share out, but some groups may not arrive at their own solutions for every problem.
david peterson
40:31
I also agree about the twice-a-week sessions. Covering two full lessons is often impossible in one meeting, even though ours are 100 minutes. I have been having students work on PNL's for a short time before moving on. It makes it difficult to get through four modules
Wayne
01:02:30
tr ying does not define what needs to be done. Have to be more specific,
mkaminsky
01:02:49
Doesn't help with good strategies or seeking help.
mkaminsky
01:04:35
How patronizing!
Wayne
01:05:00
open faced sandwich
Ashari James
01:06:18
But always negate the statement you previously made. Also, this statement doesn't build self confidence. It doesn't help students figure out what to do in the future
mkaminsky
01:07:09
No, they'll only do better if they strategies and do something differntly.
Wayne
01:07:12
don't know what to do
ctirella
01:07:13
no
Anne McDonough
01:07:19
not actionable
ctirella
01:07:24
no
Joan Erickson
01:10:19
I am responding to Growth: I would ask the students what tangible, concrete things can you do differently?
mkaminsky
01:13:42
Sorry, but I have to run.
Ashari James
01:15:00
can we go back to the last slide?
Ashari James
01:15:50
perfext
Ashari James
01:15:57
I got it thank you
Ashari James
01:16:06
perfect*
Wayne
01:16:18
I tell them it's OK to make mistakes I do.
Ashari James
01:16:46
validate their existence
Mark Brodsky
01:24:26
We’ll be sharing the recording of this session, along with Rachel’s slide deck.
david peterson
01:38:46
thank you
Joan Erickson
01:38:51
Thank you for the session. I would like to see the recording because I want to look up some of the papers you quoted
Anne McDonough
01:39:07
Very interesting, thanks!
NCCC
01:39:22
Thank you!
Wayne
01:39:51
At start of class, I tell my students if they know their phone number and how much 2x2 is then they can learn math!
Rachel
01:40:28
Thanks, everyone!
Wayne
01:40:44
Nice session!
allison warner
01:40:47
Thank you