Educating in Fractal Patterns: Exercises in Introspective Reflection
Summary
Affective Domain Components
What type of affective domain challenges does this activity seek to address?
Please describe the strategies used in your activity that address the challenges listed above.
Do you have results or evidence that the strategies used in this activity have been successful in addressing the affective challenges listed above? If so, please describe them here.
Context
Audience:
Skills and concepts that students must have mastered:
How the activity is situated in the course:
Goals
Content/concepts goals for this activity:
Higher order thinking skills goals for this activity:
Other skills goals for this activity:
Description of the activity/assignment
Determining whether students have met the goals
Download teaching materials and tips
- Activity Description/Assignment (Microsoft Word 52kB Feb9 07)
Other Materials
Supporting references/URLs
Nuhfer, E. B., 2003, Developing in fractal patterns II: A tour of the generator: National Teaching and Learning Forum, v. 12, n. 4, pp. 9-11.
Nuhfer, E. B., 2004, Aikido, faculty development and teaching: Systems in Harmony: Educating in Fractal Patterns VIII: National Teaching and Learning Forum, v. 13, n. 5, pp. 9-11.
Nuhfer, E. B., 2004, Fractal Thoughts on the Forbidden Affective in Teaching Evaluation & High Level Thinking: Educating in Fractal Patterns X: National Teaching and Learning Forum, v. 14, n. 1, pp. 9-11.
Nuhfer, E. B., 2005c, De Bono's Red Hat on Krathwohl's Head: Irrational Means to Rational Ends- More Fractal Thoughts on the Forbidden Affective: Educating in Fractal Patterns XIII: National Teaching and Learning Forum, v. 14, n. 5, pp. 7-11.
Nuhfer, E. B., and Adkison, S., 2003, Developing in Fractal Patterns IV: Unit Level Development -Teaching Philosophies at the Unit Level: National Teaching and Learning Forum, v. 12, n. 6, pp. 4-7.
Nuhfer, E. B., Krest, M., and Handelsman, M., 2003, Developing in Fractal Patterns III: A Guide for Composing Teaching Philosophies: National Teaching and Learning Forum, v. 12, n. 5, pp. 10-11.