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John: Not motivated in the course, make a better case for why it is important, perhaps give examples, real life analogies and context.

Sarah: depressed, social environment, teacher projection.She doesnt know what to ask her. Approach her and ask for more information. Try different group settings.

Alex: Is the teaching the problem or the specific students? Why is he not engaging. Right level of background. Learn how to ask the right questions.Language~barrier.

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3. Imagine meeting all of the groups in the same class. How would that influence your teaching?

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3. Imagine meeting all of the groups in the same class. How would that influence your teaching?

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- The students can learn from each other: The experienced can inspire the less experienced, and the latter can challenge the set opinions of the experienced.

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practical people: "inhibited" by having build their experience already.
teorists: "vannising into the rabbit hole" lacking the broader concepts/knowledge.
1st year/new students: may be scare based on the other two groups, and therefore hide".

We need to redesign the course:
1) generate individual assignments/projects where we would expect that the two first groups will either:
a) go to their practical knowledge (lack academic level of the course).
b) not see the broader concepts. The assignment will be presented to "complicated".
c) new students: not able to harness the therory in practical work.

Second step:
team up a person from each group to develop a new project/redevelop the project.
harnessing the theory, practical knowledge and presented in a "easy conceptual way".

lectures will give the concepts
class room teaching will be involved in each groups topic/project.

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What challenges would different student groups face?

1. Professionals - they think they know everything. They haven't been in university for many years - unspoken rules and how to study. Need new studying skills.

2. Theory heavy students - would struggle with an applied course. Would need new skills for engaging. Maybe dialling down the reflection since they need to spend the time doing other things. Changing their assumptions about learning and universities.

3. 1st generation university students - they don't know about the norms and how to study and what is expected from them. Learning how to self-organise and self-motivate. Need to learn that the topics might not be immediately useful and applicable - not related to work but more abstract. Might be lonely - not supported at home.

Actions to take to face the challenges:

1. Helping them understand what is expected from the whole course and that they will encounter things they won't know. Help them assimilate the new knowledge in an inclusive way. Use them as an expert but keep an eye on the power dynamic. Balance group discussions. Rules of engagement.

2. We could use their skills for good - contribute to the class. Deconstruct what they know and how they know.

3. Encourage students to help each other. Acknowledge the diversity. Buddy system.

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Int/ext motivation
Not 100% emphasis on the exam
Why should they learn this - contextualise
Group excercises to learn collaboratarity

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Assimilative learning - what they already know
- learning the admission criteria
- ask them what they already know

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Fit the way students already learn - find out what they did before

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- Find out their motivations by using a Socrative poll

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- Find out their motivations by using a Socrative poll

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- Identify and define learning objectives at the beginning of the course
- Understanding their backgrounds
- Engage students
- If necessary, challenge your own academic background if you have been used to a different teaching aproach

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socialization: large diversity in the students (background, socio-economical, family, what they what out of their studies/use it for etc

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rather than making them perform for assessments

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to create a step-by-step incremental process of learning acquistion to promote assimilation

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to create a step-by-step incremental process of learning acquistion to promote assimilation

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- lived experiences and background knowledge
- students living situation and cultural upbringing
- initial beliefs and ideas/expectations

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archtypes of mutations
Performance vs. Learning oriented
align expectations in the course and/or program description

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To engage the students so they can reformulate knowledge and make sense out of it

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To engage the students so they can reformulate knowledge and make sense out of it

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- Use metaphors and analogies that are relatable to students

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- Use metaphors and analogies that are relatable to students

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Adress the gap between accommodation and students' knowledge /or concepts that could be potentially challeging

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Adress the gap between accommodation and students' knowledge /or concepts that could be potentially challeging

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know your students to engage/activate their motivation (intrinsic)

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- Try to relate the content to their previous knowledge

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- Try to relate the content to their previous knowledge

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- Find out about the students' motivations

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- Find out about the students' motivations