Memorization: There are different levels of memorization that are engaged by different types of activities. This has to do with the frequency and potency of retrieval opportunities.

Myths

Scaffolding: We often try to fit new information into a pre-existent system in our brains according to our previous knowledge, context, and culture.

Creativity: Can It Be Increased?

Problem-solving and critical thinking are higher order skills.

More to be added as the class continues.

Personal Belief: It is a privilege to be invited into peoples' stories.

Personal Identities impact our presence in the classroom. I must be cognizant of my role as a white, CIS-gendered woman.

My teaching identity is routed in being a collaborative learner with students. I am not an authoritarian or keeper of all knowledge.

Learning is collaborative.

Inclusivity- As noted in Maslow's hierarchy (based on research conducted on Blackfoot Nation,) psychological safety is a basic need. Students must feel safe before they will be able to optimally retain information.

Critical Questioning- Students learn when they question what they already know (or think they know.)

Grading should not solely be based on completion or accuracy. Grading highly impacts the learner's experience with content matter, and we as instructors, largely determine what impression is made based on the numbers/ letters we write in red.

Class Structure

Encourage Responsibility and Autonomy

Create Dilemmas: Challenge students with information that does not fit their current schemas. Catalyze cognitive dissonance.

Consider students in their holistic development and existence.

Internal Factors

External Factors