# data[].attributes.headline
Many things “clicked” for me as I read Doyle (2012) chapter nine on “Patterns.” If I take a step back and look at the courses I’ve taught over the years, I can’t help but feel I am constrained to only work within a specific context not developed by me. However, after reading this chapter I can see where I have circumvented the boxed-in feeling that I have for course delivery and found ways to establish patterns that start in the syllabus identifying how our course activities are organized ultimately reaching the overall outcome criteria. I must admit that in several sections I’ve taught I myself did not create any patterns for myself thus I was not able to assist the learners to recognize the patterns. I can see now that they were able to do this on their own. Some were obviously to me better than others, but I see how I could have used discussions and examples in a way that would have created a dialogue around recognizing patterns in our objectives, activities, and outcomes. 

# data[].attributes.subject
Many things “clicked” for me as I read Doyle (2012) chapter nine on “Patterns.” If I take a step back and look at the courses I’ve taught over the years, I can’t help but feel I am constrained to only work within a specific context not developed by me. However, after reading this chapter I can see where I have circumvented the boxed-in feeling that I have for course delivery and found ways to establish patterns that start in the syllabus identifying how our course activities are organized ultimately reaching the overall outcome criteria. I must admit that in several sections I’ve taught I myself did not create any patterns for myself thus I was not able to assist the learners to recognize the patterns. I can see now that they were able to do this on their own. Some were obviously to me better than others, but I see how I could have used discussions and examples in a way that would have created a dialogue around recognizing patterns in our objectives, activities, and outcomes. 

# data[].attributes.headline
After reading this chapter I can see where when I wrote of having circumvented the "boxed-in feeling" that I have in my courses. I will continue to find ways to identify patterns that start in the syllabus and thread throughout the assignments. By overlaying the learner-centered approach I can facilitate formative feedback. Moving forward, this is a good insight for me to hold onto. We all need feedback! Bill Gates believes this as well. Let him spell it out for you: 

# data[].attributes.subject
After reading this chapter I can see where when I wrote of having circumvented the "boxed-in feeling" that I have in my courses. I will continue to find ways to identify patterns that start in the syllabus and thread throughout the assignments. By overlaying the learner-centered approach I can facilitate formative feedback. Moving forward, this is a good insight for me to hold onto. We all need feedback! Bill Gates believes this as well. Let him spell it out for you: 

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Until recently, many teachers only got one word of feedback a year: "satisfactory." And with no feedback, no coaching, there's just no way to improve. Bill Gates suggests that even great teachers can get better with smart feedback -- and lays out a program from his foundation to bring it to every classroom.

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Are the course content experts (CNE) at my university attempting to create syllabi that link patterns in a learner-centered way but just have not been able to recognize it? Are they taking continuing education opportunities that teach the learner-centered approach or are they stuck in old patterns themselves? 

# data[].attributes.subject
Are the course content experts (CNE) at my university attempting to create syllabi that link patterns in a learner-centered way but just have not been able to recognize it? Are they taking continuing education opportunities that teach the learner-centered approach or are they stuck in old patterns themselves? 

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Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 1(77). Doi: 10.3102/003465430298487
This article is quite dense and provides the reader with much to learn about giving and receiving information. For feedback to be meaningful it needs to be clear, specific, timely, with purpose, and lead the student to understanding how it helps them reach the course goals. The role of the facilitator is to makes sure the goals are clear, specific, and measurable. If we are each doing our part, feedback can be the link between clarity and bewilderment. The connections between Doyle (2012) and Hattie and Temperley (2007) describe in their own way how instructional patterns embedded in courses lends to meaningful feedback. It is the path toward the course goals. Brene Brown has an "engaged Feedback Checklist" I think you'll enjoy. It's not just for teacher-learner feedback, it applies to all aspects of our relationships.