Original Questions Posed for FLC

Data Some of my Questions (in order of importance) 1.Planning to address various aspects of diversity in my classroom: leaning style, age, gender, class, ‘race’, ethnic, religious, motivational, major/area of concentration, etc especially in general education classes. 2. Assessment: how best and to what extent could we use student-to-student assessment of student learning? 3. How to create collaborative projects, class exercises, and discussion questions. 4. Best ways to incorporate fast growing body of knowledge/literature into my lessons and courses in every subsequent semester

Valerie Some of My Questions: 1. How can I best use the limited (in class and out of class) time to make the most of the teaching/learning experience? 2. What is the most effective format for feedback to build on students' learning and to remove the subjective aspect of traditional grading? 3. How can the aspects of "expert/formal authority" teacher and "facilitator/delegator" teacher be combined to ensure that the ideal student learning experience is achieved?

Mimi Some of My Questions: 1. What skills and academic attitudes or stances do I most want students to develop in this course? 2. What opportunities for practicing and demonstrating these skills and developing these academic attitudes or stances can I provide for my students in class? in individual on-line assignments, in group projects?, in a final exam? 3. What content choices can I make that will be most likely to hook students into using critical thinking skills?

Carolyn Some of My Questions: 1. Is the self-reflection of my teaching in alignment with student classroom experiences and student expectations? 2. How can my reflective practices be refined and what does this refinement look like? 3. How are my critical responses to student work received? 4. How can the responses be adapted to be receptive to all types of students?

Marsha Some of My Questions: 1. If there are strategies that can be taught to faculty and students, how do we use them in our current impoverished university environment? 2. How can we develop ways of thinking that help us intellectually, emotionally and relationally? Can those ways be easily shared with others? 3. What is the application of cognitive coaching for general well-being, resiliency, and healthy aging?

Roni Some of My Questions: 1. What are the questioning strategies that can most effectively help students think more critically about their own work? 2. How can I (as the coach) ask questions that would promote deeper analysis of the students' own learning?

Juli Some of My Questions: 1. How can we get students to engage in more critical thinking by learning cognitive coaching skills? 2. How can I identify options for change when I identify areas of my own teaching that I want to change? (similarly identify options to help peers who I am coaching who wish to make a change).

Gerri Some of My Questions: 1. What teaching insights will be identified by working with a partner in a discipline other than my own? 2. What unique benefits can be derived by working in a multi-disciplinary team toward improving our teaching? 3. And what critical research questions can and should be addressed in using cognitive coaching among peers?

Elaine Some of My Questions: Why do we expect of ourselves (and others?) that as academics, we know everything we need to know-- especially at the beginning of our careers? How can we value and connect "not knowing everything" with the process of learning and teaching? (paraphrased by Stoner)

Neelam Some of My Questions: How reflection and conversations with peers will help better our teaching via cognitive coaching? 1. What are techniques that could be used to teach critical thinking to students? 2. What are appropriate questioning styles? How do we formulate right questions? Is there a way to teach students how to ask the write question? 3. What teacher behaviors enhance or impede student learning?

Lisa Some of My Questions: 1. How to incorporate techniques that facilitate student’s abilities to individualize their learning separately from what is being taught, and especially, from what they “think” I want them to know. 2. How to connect my current style of motivating, mentoring, and coaching that I use with my students, in and out of the classroom, to an “outcome” oriented technique. 3. What options for research may be available in this area?

Joyce Some of My Questions: 1. What part of the brain is implicated in learning, both long and short term? What part focuses on analysis and how do we push that function? 2. How can I facilitate what the brain already does? As an educator, how can I stimulate the brain’s response to learning? 3. What are the differences in ages, gender, and culture re: learning? How can I assist in the learning process so each individual is able to challenge themselves and understand their enormous capacity for leaning?