EDU221ReflectingonMELReflections

=What part of the whole MEL WebQuest “experience” helped you learn MEL the most?=

__Responses from you and your colleagues:__

READING

 * Readings ||
 * The readings provided me with examples and situations where MEL can be used, and how it is used. ||
 * It was helpful reading the articles to learn about kinesthetic learning styles ||

DIAGRAM

 * The reading and especially the chart in the reading about the middle school aged students. ||
 * Mike Muir's article, specifically the graphic in it of the model. ||

MAKING THE PROJECT

 * I'd have to say the project because I find that I learn things much better when I have to be able to explain them to other people. It's one thing just memorizing things from a reading and another thing entirely having to explain it to people without just regurgitating information. It targets mastery rather than memory. ||
 * The actual project helped the most. It helped me put MEL into context which helped me better understand what it actually was. ||
 * The project was the part of the unit that helped me learn the MEL model the most. I had fun doing it. Anytime that you can find a fun way to learn, the material just seems to come much more easily. ||

SEEING OTHERS' PROJECTS

 * Seeing the different presentations about how to include MEL in our classrooms. ||

TALKING WITH OTHERS ABOUT IT

 * Definitely talking to Dr. Theresa individually and with the teachers assistant Alaina Shorey, because the article itself was not that easy to understand and I had a lot of follow up questions after reading it, that were left un-answered. ||

COMBINATIONS--DELVING INTO THE CONTENT MULTIPLE TIMES

 * Reading the MEL model again to really understand it before applying it to the comic. You had to really understand the model to write a comic about it. ||
 * The reading was very helpful in explaining the MEL models. I really liked the visual representation in the article. The project was also helpful because it made me think more in-depth about the components and their significance in the classroom. ||

Summary of prior semester's responses:
 * reading the article
 * looking at the diagram
 * working on the project
 * putting the model into my own words for the project
 * thinking of examples for the project
 * talking out loud to someone about it (a partner/partners/classmates, faculty, TA,...)
 * watching other team's projects
 * looking at it more than once in multiple ways (a combination of the above)