After my first week of teaching this semester, it's time for a report. I promised to share my AI policy, which will be first up in this episode. I'll also share my classroom "coaching" report. Earlier this summer, I discussed the possibility of adapting the way in which my favorite workout trainers try to motivate me to stay focused for the duration of my workouts. Did I do a good job during the first week in keeping my students focused on writing practice? I'll also share briefly how I used Cornell notes and how I feel I made a mistake in my presentation that may have disrupted students' working memory. I'd also like to discuss briefly what I plan to do this coming week--it's still early in the semester, so I need a way to get students to buy into the applicability of writing courses to other things they are doing: not just in an abstract way, but as concretely and immediately as possible. Join me on this journey!

Perkins, D. N., & Salomon, G. (2012). Knowledge to go: A motivational and dispositional view of transfer. Educational Psychologist, 47(3), 248–258. https://doi.org/10.1080/00461520.2012.693354

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