Testimonials:
Ryan Cabalu, Biology
I really appreciated the free writing idea of answering questions during several of our REA meetings. It's such a low stakes and highly accessible method to quickly assess basic recall, understanding, and analysis. I'm really thinking about using this in class BEFORE exams to assess potential mastery on a subject. Using their responses, I can provide a quick, constructive criticism on their free write so that they can (idealistically) make the necessary adjustments.
Suzanna Borawski, Psychology
Thank you so much for giving me the opportunity to participate in Fearless Learning! It was such a wonderful experience. I loved getting to work with my fellow 'classmates' and you two were amazing facilitators. I have learned so many things----applying predictive analysis, the 5 W's, audience and purpose, negotiating meaning, bird by bird, integrated reading and writing, annotating and active reading..........the list is long! I am so excited to incorporate these techniques into my classes because they will help make learning meaningful, memorable and FUN!
Lauryn Rosas, Education
I definitely see newer students are afraid to say things for fear of being wrong. Predictive analysis in research articles could be a great way to show them that research is ongoing. Research is always making changes, always adding new aspects, always double checking. We know what we know because of failures and achievements. A life lesson and a great way to introduce research regardless of discipline. And hey, maybe we will even get a couple of students thinking about doing their own research someday. After all, we are typically showing them one article at a time, one way to a measure a certain concept. There's a million ways to "measure" any one concept, this will show them that considering their own spin on things is part of the learning process.
Jennyfur Bird-Ramirez, English
I can see it's best use in pausing to read for understanding. Annotating a document can help work towards understanding what the author is thinking.
In which year(s) were you an REA cohort member?
What type(s) of face-to-face and online student learning you have facilitated at SAC since you began working with the REA? Check all that apply:
Did your REA experience help you develop and/or strengthen collaborative relationships with your colleagues?
Did your time with your colleagues in the REA provide an effective opportunity to explore ways to refine and improve how you help students grow as readers, writers and researchers?
Has your REA experience inspired you to modify any reading, writing, and/or research activities or strategies you use in full-class/workshop, small group, and/or one-on-one settings?
Did any of your REA-inspired teaching and/or tutoring changes help students become more engaged as readers, writers, and researchers?
How many of your class, tutoring, and/or workshop sessions per semester include at least one change inspired by your time in the REA?
Which of the following skills do your REA-inspired teaching and/or tutoring changes address? Please select all options that apply:
Did your REA-inspired teaching and/or tutoring changes help students improve the skills you selected in question 9?
Where did you see the greatest amount of demonstrated learning gains after you implemented REA-inspired teaching and/or tutoring changes? You may select more than one skill:
Which of the following statements best describes the demonstrated learning gains you noted in the skill(s) you selected in question 11?
How would you rate your overall REA experience?
