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  • 15 Red Flags Early in a Relationship (2024)

    15 Red Flags Early in a Relationship (2024)

    So you go out on a first date, then, a second, then a third. And this person seems perfect – maybe even too perfect. There’s a good chance they’re just perfect for you. But there’s also a chance there’s something you’re missing. So let’s explore some potential red flags for the date that just seems that little bit TOO perfect.

    Red Flags in a Relationship

    15. They’re overly charismatic.

    Example: “Whenever we’re out, they always seem to charm everyone, but I can’t shake the feeling that it’s all just an act.”

    Excessive charm can mask a person’s real intentions. While it’s easy to be captivated by someone who always seems to say the right thing, this charm may be a distraction from deeper issues like dishonesty or manipulation. Charismatic individuals may use their likability to avoid accountability or prevent you from noticing problematic behavior. It’s crucial to assess if the charm is genuine or simply a tool for control.

    14. Lack of depth in conversations.

    Example: “Every time I try to talk about something meaningful, they quickly change the subject to something light and superficial.”

    Surface-level conversations are common when you’re just getting to know someone, but if they consistently avoid deeper topics, it could signal emotional unavailability. If they steer clear of meaningful discussions about emotions, values, or future plans, it may indicate that they’re not interested in building a true connection. This lack of depth may prevent the relationship from growing and leave you feeling emotionally unfulfilled.

    13. Inconsistent stories.

    Example: “Last week they said they grew up in the city, but now they’re talking about how much they loved growing up on a farm.”

    If someone’s stories frequently change or they struggle to remember details about past experiences, it can be a sign that they’re fabricating or embellishing parts of their life. These inconsistencies could point to dishonesty or manipulation, as they may be trying to create an image of themselves that isn’t real. Pay attention to whether their stories align with what they’ve previously said or if there are glaring contradictions.

    12. They’re overly agreeable.

    Example: “No matter what I suggest, they always say ‘yes,’ but I’m starting to wonder if they have any opinions of their own.”

    While it can feel nice when someone agrees with you, constant agreement could indicate that they are trying too hard to gain your approval or avoid conflict. People who always go along with whatever you say might lack their own sense of self or be hiding their true thoughts and feelings. Disagreements are natural in any healthy relationship, and someone with genuine opinions won’t always mirror yours.

    11. They avoid personal questions.

    Example: “Whenever I ask about their family or past, they dodge the question or give vague answers.”

    Deflecting or avoiding personal questions, especially about their past, can be a major red flag. This type of behavior might suggest that they are hiding something significant, such as past mistakes or unresolved issues. Open communication is essential in building trust, and someone who refuses to share basic details about their life may not be ready for a genuine connection.

    10. They’re too quick to commit.

    Example: “After just two weeks of dating, they were already talking about moving in together and planning a future.”

    If someone pushes for a serious relationship too quickly, it can feel flattering at first but often signals deeper issues. Fast-tracking commitment can be a strategy to secure control or trust before you’ve had the chance to truly know each other. Healthy relationships take time to develop; rushing can prevent you from noticing potential red flags or from establishing a solid foundation based on mutual understanding.

    9. Excessive flattery.

    Example: “They constantly tell me how amazing I am, but sometimes it feels like they’re just trying to win me over too quickly.”

    Compliments are nice, but when someone showers you with praise all the time, it can feel insincere or overwhelming. Excessive flattery is sometimes used to lower your defenses and make you more trusting before they reveal less favorable aspects of their personality. Be cautious if the flattery feels more like a manipulation tactic than genuine admiration, especially if it’s aimed at gaining your trust too quickly.

    8. They’re too smooth or polished.

    Example: “Everything they say and do seems rehearsed, like they’re performing rather than being real with me.”

    Someone who always appears perfect or seems too polished in their behavior may be putting on a facade. While it’s natural to want to make a good first impression, perpetual perfection is unsustainable and often hides flaws or insecurities. Authentic people are willing to show their vulnerable side, make mistakes, and be real, whereas overly smooth individuals may be masking their true selves.

    7. Lack of close long-term relationships.

    Example: “When I asked about their friends, they mentioned a lot of acquaintances, but no one they’ve known for more than a year.”

    If someone doesn’t have any close, long-standing friendships, it may indicate that they struggle with maintaining meaningful relationships. People with a pattern of brief or superficial connections might have trouble being vulnerable, resolving conflicts, or showing empathy. Healthy relationships, both romantic and platonic, are built on trust, respect, and longevity—lack of such relationships could be a red flag.

    6. They’re secretive about their life.

    Example: “They never tell me where they’ve been or what they’re doing, and their phone is always off limits.”

    Secrecy is often a sign of deception or withholding information. If they are vague about their daily activities, background, or who they spend time with, it could mean they’re hiding important aspects of their life from you. Open and transparent communication builds trust, and someone who keeps too much of their life hidden may be protecting a side of themselves they don’t want you to know about.

    5. They’re always the victim.

    Example: “Every story they tell about past relationships ends with how they were wronged, and never what they might have done wrong.”

    When someone consistently portrays themselves as the victim in past relationships or other life situations, it might suggest they have trouble taking responsibility for their actions. While it’s natural to encounter hardships, if they blame everyone else for their problems without acknowledging their own role, it could indicate a pattern of deflection and lack of accountability. Look for balance in their stories, where they own up to their mistakes.

    4. They tell unrealistic life stories.

    Example: “They claim to have met celebrities and traveled the world, but a lot of the details just don’t add up.”

    Stories that seem exaggerated or too good to be true can be a red flag. People who feel the need to embellish their experiences may be insecure about their real selves or trying to craft a more appealing persona. Overly dramatic or fantastical accounts may suggest that they are not being truthful, and it’s important to gauge if their life stories match up with reality.

    3. They have had a lot of sudden life changes.

    Example: “They’ve switched jobs three times this year and recently moved cities without much explanation.”

    While change is a natural part of life, frequent and abrupt shifts—such as changing jobs, moving homes, or cycling through friend groups—can indicate instability. Consistency in personal and professional life often reflects a level of responsibility and commitment. Sudden, unexplained changes could signal that they are running away from unresolved issues or struggling to maintain stability.

    2. They’re reluctant to introduce you to others.

    Example: “Despite dating for months, they still haven’t introduced me to any of their friends or family.”

    If someone is hesitant to introduce you to their family, friends, or colleagues, it could indicate they are hiding you from parts of their life or that they’re not serious about the relationship. Being part of each other’s social circles is a natural progression in a healthy relationship, and reluctance to do so may suggest they have something to hide or aren’t fully committed.

    1. They have perfectionist tendencies.

    Example: “They expect everything to be flawless, from how the apartment is arranged to how I dress, and it’s starting to feel exhausting.”

    Perfectionism can indicate underlying control issues or deep insecurities. If they hold themselves—and you—to impossibly high standards, it can lead to stress, frustration, and disappointment. No one is perfect, and striving for flawlessness can prevent authentic connection. Healthy relationships embrace imperfections and allow both partners to be human without fear of judgment.

    What about Green Flags?

    Okay, so those are our red flags. But what are the green flags showing you’ve found the one? Well, I show you the green flags to look out for in this article.


    Chris

    Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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  • 15 Inspiring & Fun Teacher Desk Setup Ideas (2024)

    15 Inspiring & Fun Teacher Desk Setup Ideas (2024)

    Looking to refresh your workspace with a fun and inspiring teacher desk setup? Whether you’re in a classroom or teaching from home, your desk can be a creative hub that fuels productivity and positivity. From colorful organizers to cozy lighting, the right setup can transform your space into one that sparks joy.

    Check out these inspiring desk ideas to give your teaching environment a fresh new vibe!

    Teacher Desk Setup Inspiration

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    Chris

    Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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  • Hire Academic Writer [MBA, 10Yrs Exp]

    Hire Academic Writer [MBA, 10Yrs Exp]

    You can download project topics and share that with us to prepare your synopsis format and final year project report.

    Our Team have 10 year+ extensive and in-depth professional background with strong research skills in academic writing, content writing, articles, research papers, mba project making, clinical training related dissertation, nursing or Healthcare Industry projects. 

    We also offer free revision until you are satisfied with our writing service and offer personalized support with project mentor to guide you for your academic success till your university approve the report from anywhere in the world.

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  • How many colleges are there anyway? Version 2022

    How many colleges are there anyway? Version 2022

    I’ve always been fascinated by the idea of “colleges.”  We think we know what we mean when we say it, but do we really?

    When some people say “college” they might mean any four-year college that enrolls undergraduates.  Others might mean everything except for-profit colleges.  Do you include community colleges in your group?  Some people do, and others don’t.

    And of course, I’d be remiss if I didn’t point out that when some major news outlets talk about “college” they are really talking about the 15 or  50 institutions their readers or listeners fascinate over.

    Well, now you can see the answer.  Sort of.  I started with IPEDS data, which includes all post-secondary institutions that receive Title IV aid.  There are many institutions in the US that don’t and although they can report to IPEDS, they are not required to, and many don’t.

    But if we start with all the IPEDS institutions that enrolled at least one student in 2022, you get 5,978.  And that’s where the fun begins.  

    There are two quick views here.

    The first view (using the tabs across the top) shows several common ways of breaking colleges into groups: By region, Carnegie type, and control, for instance.  It’s not interactive, but you can see how your concept of colleges might be too small.

    The second tab makes up in interactivity what the first tab missed.  Use any of the filters to filter to the number based on your definition: Some of the filters are discrete, some are numeric ranges.  Any combination is fine, and the pink bar will update automatically with the new count.  Be sure to read the instructions at the bottom about how to use the discrete filters.

    Anything jump out at you here? Leave a comment below.

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  • JOB SATISFACTION QUESTIONNAIRE FOR MBA PROJECT

    JOB SATISFACTION QUESTIONNAIRE FOR MBA PROJECT

    Job Satisfaction Questionnaire for mba project

    Here is the Job Satisfaction Questionnaire for mba project  to give you an idea how to frame your project questionnaire for data analysis and help you to get top grade in your project. You must remember that the questions you are choosing should be unique and should fulfil the objective of the project. The goal should be to find the solution of the problem you are trying to solve.

    Questionnaire

    Please share the following details:

    NAME: ………………………………………….

    DESIGNATION: ……………………………….

    COMPANY: …………………………………….

    1. I am often stressed out at work.
    2. I you’ve been passed over for promotions multiple times in last two years.
    3. I spend parts of my daydreaming about a superior job.
    4. I find much of my job repetitive and boring.
    5. I am Mentally and emotionally exhausted  at the end of a day at work.
    6. I feel that my job has little impact on the achievement of the company.
    7. I have an increasingly awful attitude toward my job, supervisor, and managers .
    8. I am no longer given the working environments I need to successfully do my job.
    9. I am not being used to my full potential of my skills.
    10. I have received no better than unbiased evaluation and impartial evaluations recently.
    11. I feel as though my boss and colleagues have let me down at office time.
    12. I often feel sense of anxiety at workplace.
    13. I live for weekends away from the job.
    14. I find myself negatively comparing my situation to my peers.
    15. I feel my bad days at work outweigh the good ones.
    16. I often experience a sensation of time standing still when I am at work.
    17. I have been told that I am becoming a more cynical person.
    18. I feel as though my company have broken trust and commitment about my future with the workplace.
    19. I have lost my career goals.
    20. I no longer feel appreciated for my work.

    Tick the Answer

    • Strongly Agree
    • Agree
    • Neither Agree nor Disagree
    • Disagree
    • Strongly Disagree

    Conclusion

    Here in this content I have tried to solve all the Job Satisfaction Questionnaire For Mba Project related query which student need to prepare for mba project in hr. These are all close end questionnaire which you can prepare the data analysis using statistical tool and find the outcome of the report based on the report. If you need more in-depth Questionnaire feel free to get in touch with our academic writing team to help you prepare your Job Satisfaction Questionnaire as per university guidelines.

    Frequently asked questions

    Questionnaire to measure job pleasure,  work atmosphere, remuneration, and personal fulfillment.

    Respect , Job Security, Recognition, Engagement, Pay and benefits

    Today’s Genz looks for Respect, Job Security, Recognition, Engagement, Pay and benefits in companies

    It’s a  Smart Tool that finds employees opinions and experiences in workplace and happiness index.

    {“@context”:”https://schema.org”,”@type”:”FAQPage”,”mainEntity”:[{“@type”:”Question”,”name”:”What questionnaire measures job satisfaction?”,”acceptedAnswer”:{“@type”:”Answer”,”text”:”

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    It’s au00a0 Smart Tool that finds employees opinions and experiences in workplace and happiness index.”}}]}

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  • From no qualifications to a first-class degree in nursing – Joannne’s inspirational story – ALL @ Liverpool Blog

    From no qualifications to a first-class degree in nursing – Joannne’s inspirational story – ALL @ Liverpool Blog

    My name is Joanne Henry and started Go Higher in 2018 as a mature student. I left school with no formal qualifications and since then had always worked in the retail sector. I always looked back and wished I had done better at school, but truth be told, whilst suffering the bereavement of my mother whilst still young at age 13 so unexpectedly, I had experienced some mental health difficulties and had lost all interest in doing well on my exams.

    Later in life, I become dissatisfied with how my life/career was progressing and applied for college to complete my level 2 in English and Maths. However, before being accepted, I had to sit an exam and was advised after this that unfortunately, it was believed I was not capable of sitting my level 2 in both subjects and that they could not accept me at the time. I found this extremely upsetting but accepted it and went back to my everyday employment within retail.

    It was a year after this that a friend had recommended Go Higher to me, at first, I didn’t quite believe that with no formal qualifications I could attend any university never mind one as prestigious as the University of Liverpool. My friend encouraged me to apply like she had, so I did. Shortly after, I received a letter inviting me for an interview and a test, I was filled with sheer dread after my last experience! On the day I contemplated not attending and ringing with some excuse due to my fear of being rejected, but I decided to go along and see what happened…

    That was when I met with a tutor from Go Higher for my interview who was warm, friendly and welcoming. My immediate dread subsided, and I was put at ease. I explained the reasoning for leaving school with no formal qualifications and I was given a big hug. I was then asked to sit the test. I did what I could and thought, well, it is what it is, if it is meant to be it will be.

    To my sheer astonishment, I received an acceptance letter. I was so proud of myself. I started the course which is and was life changing, the tutors, the course content, the lovely cohort I was with, it was all thoroughly enjoyable. The year went so quickly and after completing Go Higher, I started to believe in my own ability and my confidence had increased drastically. I then applied for a degree in mental health nursing, something which I felt passionate about, helping others who experience mental illness. I was surprised when I received the acceptance letter and commenced my 3-year journey to become a registered mental health nurse. I finished with a first-class honours degree and began my career in the NHS helping others.

    Go Higher provided me with the self-belief and confidence which I believe I would never have gained if I wasn’t for the lovely people who took a chance on me that day. I owe so much to Go Higher, and I hand on heart, encourage anyone who is considering starting higher education as a mature student not to hesitate, apply it’s never too late!

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  • Thank you to the Go Higher team for allowing me to write a blog and share my amazing experience on the Go Higher programme! By Gary Singh – ALL @ Liverpool Blog

    Thank you to the Go Higher team for allowing me to write a blog and share my amazing experience on the Go Higher programme! By Gary Singh – ALL @ Liverpool Blog

    I am thrilled to share my heartfelt gratitude to the University of Liverpool for offering the Diploma for Go Higher Programme – a remarkable initiative designed to open doors and beacon of hope for those who, due to various reasons, have been unable to pursue their educational goals and have had to suppress their ambitions.

    My name is Gary Singh, and I want to share my journey with you, a journey that has been filled with challenges, resilience, and hope. In 2004, my plans to become a solicitor were shattered by the sudden passing of my father. I had to start working, and unfortunately, I faced exploitation by corrupt politicians in India, making it nearly impossible to chase my dreams. Every attempt to resume my education was met with rejection due to the gap in my studies. After seeking asylum in the UK, I reached out to the University of Liverpool, hoping to enroll in a degree program because of the plenty of time available to me. Unfortunately, again, I was told that the gap in my education prevented direct entry into a degree course. However, Go Higher Team introduced me to the Go Higher Diploma program, a pathway that would enable me to pursue a degree. This news reignited my optimism and belief that I could achieve my dream of becoming a solicitor to serve society, just as I had hoped for as a teenager.

    I was fortunate enough to receive scholarships from the University of Liverpool, which were specifically designed for destitute students like myself, as I am not permitted to work as an asylum seeker. Even as a mature student, I found the friendly, multicultural atmosphere at the University of Liverpool very welcoming. My classmates, both younger and older, were incredibly supportive. Despite English being my second language and the initial challenge of understanding new accents, I can comprehend about 80% of my tutor’s lectures and make up the rest by utilizing lecture slides and class recordings available on the Canvas site. I started my first assignment with marks well above passing, and with unimaginable support from my tutors, I received an A grade on my last assignment. The dedication of my mentors—James Bainbridge, David Ellis, Barbara Milne, Julia, Sharon Connor, Darryn Nyatanga, Claire Jones, Stephen Kearns, Debbie Hart, and Matthew—along with additional English classes by Will, has been invaluable.

    I have encountered challenges on the path to success, but determination and hard work have allowed me to conquer every obstacle. On the day of the Go Higher celebration, something incredible occurred. I was honored with a personal achievement award, which came as a pleasant surprise. Furthermore, I was accepted into the Law with Business program at the University of Liverpool. This achievement has filled me with excitement and hope as I strive to complete my degree and make a positive impact on society. My aspiration is to become so capable and competent that I can assist those in need.

    Go Higher education means more to me than just personal advancement; it’s a way to think critically for the betterment of society and individuals. Through my Go higher studies, I learned to see society from a different perspective and took the first step toward progress in civilized society. My message to everyone is this: Don’t let your ambitions die in your heart. Give it a try! If your intentions are good, you will find many opportunities, mentors, and friends who are ready to help you. Believe in yourself and take the first step. The journey may be challenging, but the rewards are immeasurable.

    Thank you,

    Gary

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  • Designing Effective Intended Learning Outcomes – Sijen

    Designing Effective Intended Learning Outcomes – Sijen

    I am delighted to release a version of the DEILO: Designing Effective Intended Learning Outcomes on the SenseiLMS platform for individuals self-study, self-paced, learning at USD139.00. The course takes between 3 and 10 hours depending on the depth of engagement. You also have the opportunity, entirely optional, to engage with me virtually by submtting draft ILOs for my review and feedback. The course also allows for a certificate (again totally optional) to be triggered on succesfull completion of the course and a final assessement.

    Please note that individual registration requires an individual’s email rather than a shared email. If you want to review the course with a view to programme, departmental or institutional licensing just drop me an email at [email protected]. Course overview is available here.


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  • How to Equip Your Students With Essential Soft and Hard Skills Using Ed Tech

    How to Equip Your Students With Essential Soft and Hard Skills Using Ed Tech

    Today’s employers don’t just hire based on educational achievement. They’ve increasingly prioritized higher-order learning skills during the hiring process. To help students become job ready and land a role in the current workforce, professors need to empower learners with the necessary 21st-century skills, often called ‘soft skills.’

    This guide lays out key information on how to create opportunities for skill-based learning to help smoothen the transition from college to the workforce. It will also describe how to develop these skills in students while they’re still in the classroom. Most significantly, you’ll learn how educational technology can sharpen the essential soft skills students need beyond your course.  

    Below are 15 soft and hard skills that make up 21st-century learning.

    The 4 Cs of 21st-Century Learning

    The first four of these higher-order learning skills are widely considered the most vital 21st-century skills in the classroom for students to learn. Commonly known as the 4 Cs of 21st-century learning, they comprise:

    1. Critical thinking:

    Critical thinking is about problem-solving, and being able to bring a skeptical, discerning perspective to assertions of fact and opinion. Students are given opportunities to question and challenge the information presented to them. Troubleshooting and IT support are two hard skills that rely heavily on critical thinking as a foundation and are in-demand skills for the wide variety of technology-based careers in today’s job market.

    How Top Hat helps: Donna M. Smith, a math instructor, is a recipient of the Top Hat Black Educator Grant. A teacher of College Algebra at Sierra College, she has leveraged Top Hat to build a framework that helps students learn how to develop critical-thinking skills, and other soft skills like teamwork, adaptability and time management. She uses this framework to provide students with practice opportunities that demand specific actions from students, then gauges their higher-order learning using Top Hat’s range of assessment tools, spanning all six levels of Bloom’s Taxonomy. As a result, she reports, she’s found her students’ rate of success improved dramatically.

    In the same vein, 93 percent of students surveyed in a Top Hat research report said the variety of assessment types Top Hat offers help them learn how to develop critical-thinking skills.

    2. Creativity:

    This is the process of approaching problems from a variety of perspectives, including ones others might not notice. It helps develop trust in one’s own instincts and helps students seek out new solutions to old problems.

    3. Communication skills:

    This is the ability to convey thoughts and ideas clearly and effectively. In a 21st-century education, that includes being able to communicate well digitally, from texts, emails and social media, to podcasting and video conferencing.

    How Top Hat helps: Top Hat’s Discussion feature helps develop skill-building via collaboration in the classroom. While not all students are always on an equal playing field when it comes to comfort in group discussions, this Top Hat feature meets students where they are by allowing them to respond to comments and questions from any device. They can use simple text or incorporate images, sound bites and videos to propel the conversation forward. Teachers can even employ anonymity to make students comfortable engaging in sensitive topics. Teachers can use this Top Hat feature to drive up classroom participation significantly.

    4. Collaboration:

    This is the ability to work with others as a team to solve a problem or achieve a shared goal. It helps develop the abilities to share control, pitch solutions and discuss and decide with others the best course of action. It also helps students learn to effectively deal with others who may not agree with them, develop the critical abilities to resolve conflicts effectively and consider different viewpoints from their peers.

    Research shows that students who enter the workforce with knowledge and experience in the 4 Cs of 21st-century learning tend to be more adaptable and flexible in the constantly-shifting workplace environment. The 4 Cs of 21st-century learning, in turn, empower students to work better across cultures and are more prepared to take on leadership roles.

    Key Higher-Order Learning Skills

    Other important 21st-century skills in the classroom include:

    5. Problem-solving:

    This is the use of both conventional and innovative methods to solve different types of unfamiliar problems. It involves identifying and asking meaningful questions to clarify different viewpoints and arrive at more effective solutions.

    How Top Hat helps: The Top Hat Assignment feature enables teachers to provide students with interactive homework assignments that actively engage them in their own higher-order learning outside the classroom. A multimedia-friendly tool with 14 easy-to-use question types and automatic grading, this versatile feature keeps collaboration, communication and other essential skills front and center. It incorporates reading, answering questions and viewing media with worksheets, case studies and simulations to help students develop a deeper understanding of a problem and a multifaceted approach to its potential solutions. An added benefit for instructors is that it provides insights into students’ comprehension, participation and completion in real-time.

    6. Information literacy:

    This includes the ability to access, evaluate, utilize and manage information, critically and efficiently. It also involves the accurate and creative application of available information to the current problem or issue. It requires managing data flow from multiple sources, and the application of fundamental legal and ethical knowledge regarding access to and use of that information.

    7. Technology skills and digital literacy:

    Often abbreviated as ICT literacy (Information, Communication and Technology,) this is the collective set of abilities that allow students to effectively apply digital technologies to researching, evaluating, organizing and communicating information across digital channels. This may include using computers, mobile devices, social networks and other communication tools. Jobs in machine learning, product management and software development require understanding of technological platforms and apps. Individuals in these careers must be proficient in these skills in order to suceed.

    How Top Hat helps: Top Hat improves general literacy and digital literacy at the same time with Interactive Textbooks. Dynamic courseware incorporates text with high-quality images, videos and 3D simulations to captivate students’ interest and help them absorb and retain information better. They include case studies and customizable, interactive assessments, and students can access them anytime and from any device. Teachers can use Top Hat’s interactive textbooks in combination with physical textbooks, or on their own.

    Incorporating interactive textbooks and other digital technologies also helps students with skill-building and better prepare them to enter the 21st-century workforce by providing one-to-one computing, giving them the technology required to utilize their higher-order thinking skills in coursework.

    8. Media literacy:

    This includes the ability to analyze media and create media products. It involves understanding how, why and for what purpose various entities construct media messages, including what values and viewpoints they choose to include or exclude, and why. It also examines how people interpret messages differently and how that influences behaviors and beliefs. 

    9. Global awareness:

    This is the use of 21st-century skills to comprehend and address issues of global magnitude, and to collaborate with those from diverse backgrounds. It also involves taking an equitable or inclusive mindset when presenting new information. For example, educators might draw connections between cultural references in an English or cultural studies course. Teaching students the importance of global awareness also starts with reflecting on current and real-time events in your teaching, such as incorporating case studies on political or social uprisings.

    10. Self-direction:

    This is the ability to effectively set goals and manage time, as well as to work independently. It requires determining tangible and intangible criteria for success and balancing short-term tactical goals with long-term strategic ones. It also requires demonstrating initiative and commitment and working independently, including defining, prioritizing, monitoring and completing tasks without oversight, while reflecting on past experiences and learning from them.

    11. Social skills:

    This is the ability to effectively interact with others and work in diverse teams. Students recognize the appropriate times to listen or speak while remaining open-minded to diverse values and ideas. Students also learn how to conduct themselves professionally in a respectful manner, including when working with people from different backgrounds. Those looking to pursue careers in nursing or other areas of healthcare must be proficient in providing both emotional and physical care to patients. Common hard skills required for these careers include Basic Life Support (BLS), Patient Safety and Critical First Aid.

    12. Perseverance:

    This is the ability to persist in a determined effort in spite of obstacles and setbacks. It requires many of the other higher-order thinking skills, including problem-solving and self-direction, to employ effectively.

    How Top Hat helps: Top Hat’s 21st-century learning suite includes many tools that help educators make sure no student falls behind. Not least among them is learning insights. By tracking every interaction between a student and the software automatically, Top Hat enables you to see which students need additional help, in what area and when. Gauge attendance, progress, comprehension, participation—and act on these insights proactively in real-time.

    13. Literacy skills:

    Basic literacy skills include the abilities to create, comprehend, analyze, absorb, retain and recall written information. In the 21st-century workplace and modern economy, they especially apply to business, economic, financial, health and entrepreneurial interests.

    14. Civic literacy:

    Students become familiar with how civic decisions have local and global implications. This type of literacy involves effective participation in civic life by remaining informed and comprehending the processes of government. It also requires knowing how to exercise citizenship rights and obligations.

    15. Social responsibility:

    This encompasses everything from human rights, labor practices, the climate and the environment, fair operating practices, consumer issues and community involvement and development. It requires accountability, transparency, ethical behavior and respect for stakeholder interest, the rule of law, international norms of behavior and human rights.

    Why 21st-Century Skills Are Important

    Importance of Soft Skills for Students

    At its most basic level, teaching 21st-century skills, like critical thinking, provides a framework for higher-order learning. Beyond that, however, it also helps students develop the skills that ensure they will thrive when they leave the classroom and enter the workforce.

    Today’s workplaces are changing constantly, and the role of technology is ever-evolving and growing. That means that persistent, continual learning is essential to succeed and an emphasis on the importance of soft skills for students. Today’s graduates require not only the knowledge and skills for their chosen careers, but critical-thinking skills to navigate an always-changing landscape.

    Good for the World

    The greater community also benefits from new workers entering the workforce with a 21st-century education. The wellbeing of our broader society requires workers with competence and experience in:

    • Civic engagement
    • Critical thinking
    • Digital literacy
    • Effective communication
    • Global awareness

    Graduates equipped with these higher-order learning skills comprehend their role as good citizens and their connection to their neighbors and their shared environment. This way, they are more tolerant, they think more equitably and they aim to build a more diverse workforce. They are empowered to approach all they do in their work with a civic-minded focus.

    Conclusion

    As a 2017 research review in Nurse Education in Practice reported, “Technology has advanced in quantity and quality; recognized as a requirement of 21st-century learners.” Integrating curricula on critical thinking and other soft skills in your classroom will help your students enter the 21st-century workplace better equipped to meet the challenges facing future workers and leaders. As technology becomes an increasingly inseparable part of the working world, it’s becoming more evident that teachers who make effective use of it have an advantage in helping students prepare for life beyond the classroom.

    The developers and designers of Top Hat, including professional educators themselves, are singularly focused on employing the latest in 21st-century education technology to help educators empower students to achieve these aims.

    References

    Ross, D. (2017, April 24). Empowering Our Students with 21st-Century Skills for Today. Getting Smart. www.gettingsmart.com/2017/04/24/empowering-students-21st-century-skills/

    What is social responsibility? (n.d.). ASQ. asq.org/quality-resources/social-responsibility

    LinkedIn Jobs on the Rise 2022: The 25 U.S. roles that are growing in demand (2022, January 18). LinkedIn. https://www.linkedin.com/pulse/linkedin-jobs-rise-2022-25-us-roles-growing-demand-linkedin-news/

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  • Template: The Top Metacognitive Strategies for Higher Ed

    Template: The Top Metacognitive Strategies for Higher Ed

    Metacognition plays a critical role in the education process. The concept itself amounts to ‘thinking about thinking.’ When students learn through metacognitive activities before, during and after class, their grades or scores often improve. The reason? Self-awareness, reflection and critical thinking lead to more engagement in the classroom. As such, metacognition is one of the most important strategies that instructors, particularly college-level instructors, can use to help their students succeed.

    Table of contents

    1. Why is metacognition important?
    2. Examples of metacognitive strategies
    3. The value of metacognition in post-secondary courses
    4. 8 metacognitive strategies to use in college classes
    5. Metacognition in the college classroom

    Why is metacognition important?

    Metacognition, put plainly, is thinking about one’s thinking. It refers to the processes used to plan, monitor, analyze and assess one’s understanding and performance. In other words, metacognition in the classroom is the act of considering one’s own learning and thought processes to see if those processes produce results. When educators use metacognitive strategies, learning becomes more visible for students. In turn, students gain a better understanding of why a particular strategy will help them solve a problem. Here’s an example: after an assessment, ask your students to reflect on which of the study strategies they used were most effective to plan more strategically for their next assessment to ensure they meet their learning goals on their next assessment. 

    The word metacognition is an umbrella term: Thinking about and analyzing one’s own thinking and learning processes happen in a number of ways, each contributing to the development of metacognition skills. You could provide students with opportunities for reflection, encourage them to engage critically with course readings or provide real-world case studies to extend learning outside the classroom. Effective educators teach their students how to use a variety of methods to measure and critically reflect on their own learning experiences.

    Examples of metacognitive strategies

    Practicing metacognition can help students develop the essential skill of self-regulation. In turn, students will have a deeper sense of agency over their learning. Metacognitive strategies are usually categorized into four stages: You, Plan, Do and Review.

    • The ‘You’ stage is where students reflect on their prior knowledge on a topic
    • The ‘Plan’ stage is where students develop an action plan for completing a task and determine the metacognitive strategies they’ll use
    • The ‘Do’ stage is where students carry out a task and monitor their progress along the way
    • The ‘Review’ stage is where students reflect on their learning paths and identify areas to improve when taking on completing future activities

    Dr. Linda Nilson, Director Emeritus of Teaching Effectiveness and Innovation at Clemson University and author of Creating Self-Regulated Learners, highly encourages faculty to tap into metacognitive strategies in the classroom. Dr. Nilson suggests asking students the following questions to help them reflect upon their own learning process. Here’s how she recommends breaking things down:

    Planning before a task Monitoring during a task Evaluating after a task
    What do I already know about the topic? What material am I having trouble understanding? Can I see and organize the relationship between topics?
    What additional information, if any, will I need before completing this task? How does what I am learning relate to what I already know? What can I recall and what do I need to review?
    What are my weaknesses and how can I make up for them? How is my thinking on the topic changing? What questions do I need to bring to the next class?

    We’ve rounded up more metacognitive strategies to help students turn into conscious learners. Get access to our free template of self-regulation activities featuring Dr. Nilson’s ideas to deepen learning. Simply sign into Top Hat or create your account today.

    The value of metacognition in post-secondary courses

    Through metacognitive learning strategies, students don’t just consider how they’re learning—they actually learn to identify their own strengths and weaknesses. This allows them to shore up areas where they feel confident and work more effectively on where they may need to focus future learning efforts.

    It is critical for college students to understand how to use metacognitive activities to further their understanding of coursework. Students in higher ed are expected to be able to formulate independent thoughts about the subjects they’re studying. Metacognition is the first step to making this happen. Once students know what they’re thinking about a particular subject, they can make connections between their prior knowledge and the new course concepts they’re learning.

    Metacognition also helps students develop a critical eye. According to Vanderbilt University, students who lack metacognition skills may lack the ability to discern the truth of what they see and hear every day—which is crucial as today’s students have more access to information than ever before. As such, the development of metacognitive skills also contributes to the growth of critical judgment skills. For this reason, it’s essential that college instructors give students plenty of opportunities to work on activities to develop metacognitive thinking. It isn’t an exaggeration to say that, for students, learning how to think is just as if not more important than the subjects they’re learning. That’s because developing metacognitive awareness can be useful for students across disciplines and beyond.

    When students get a grasp on how to use metacognitive processes, they learn how they learn, and that’s a skill that transfers not only to other classes but to life outside of academia. Once students graduate, knowing how to learn is an immensely useful skill to have. This helps students become more effective learners and obtain new skills more easily, which can help meet academic, personal and professional goals.

    Such practices can ultimately help students better master their lives. Students who know how to think about their own thoughts can answer questions like: What does my best life look like? Or what makes me feel good about myself? 

    8 metacognition strategies to use in college classes 

    The following eight examples offer instructors some teaching strategies and tools for employing metacognitive activities in the classroom. Each exercise is designed to allow students to think about their thinking in some way.

    It’s important for instructors to remember that activities designed to promote metacognitive knowledge should be used regularly in the classroom. Sporadic use of these exercises doesn’t promote the intellectual growth that college-level students need in order to succeed in their advanced studies.

    1. Let students know the purpose of in-class questions

    Part of getting students on board with the process of metacognition is to help them identify when they are thinking about their thinking. If an instructor is using questions designed to elicit specific outcomes, then it’s helpful for that instructor to point out when those types of questions are being used as a form of explicit instruction. One obvious place to point out the possible use of such questions is in the syllabus.

    In other words, if questions are designed to encourage students to think about their own thinking and to spark more engaged discussions, then that should be explicitly acknowledged early on.

    2. Consider facilitating a diagnostic assessment

    This recommendation goes hand-in-hand with point one above. At the outset of a college course, it is often a good idea for the instructor to test students on their knowledge of a given topic.

    A set of ten to 20 questions about the subject gives the instructor an at-a-glance look at what students know at the beginning of the semester. The information from these quizzes can later be compared to student answers at the end of the semester. This helps instructors and students measure growth.

    It’s important to let students know that this isn’t graded. Its purpose is to give them and the instructor some information about students’ knowledge of the subject at the beginning of the course. This allows everyone to consider their position and to plan their studies accordingly. For some instructors, this method works so well that they regularly incorporate a version of it into their class instruction, even weekly in some cases.

    These exercises don’t have to be a point of stress for instructors, however. Platforms like Top Hat have exercises and learning tasks, such as quizzes and polls, to help students think about their thinking and keep them engaged in their classwork. These types of exercises also allow students to test their thinking and review their learning strategies in real-time because these platforms can grade student responses immediately.

    3. Get into the habit of thinking out loud

    Many instructors forget that there was a time when they sat in their students’ chairs—when they had their own way of processing the information they were learning.

    One way teachers can invite their students into the metacognitive mindset is by thinking out loud in class. It may sound simplistic, but when people think out loud, they’re processing their thoughts about a topic. Instructors who do this in front of students demonstrate metacognition in action.

    4. Assign a muddiest point essay

    Writing is another example of metacognitive abilities in action. It encourages students to think about what they’re learning and how they’re thinking about it. 

    In this exercise, the instructor asks the students to either write a short essay or come up with a bulleted list of the main points of the lecture. The instructor can assign this at the end of a class period, giving students ten to 15 minutes to write.

    The idea behind this exercise is to help teachers know where students are still having trouble with the material. Once this information is gleaned, these weak points can be addressed in the next class period.

    Even if the instructor doesn’t have them write about the muddiest point, regular writing exercises teach students to think about what they’re thinking.

    5. Leave plenty of time for class discussion

    Speaking and listening activities also give students opportunities to think about their thought processes. As a bonus, students get to learn about the thought processes of others. Classroom discussions promote student engagement. This makes learning more interesting. More interesting learning is a recipe for learning that’s also understood and remembered.

    Additionally, the instructor can go a step further by asking students to lead the instruction. For example, the professor can break the topic down into smaller subjects and assign each smaller topic to a student in the class. Students can then lead the discussion, either in front of the whole class or in smaller groups.

    6. Post-class self-assessments

    There is a reason why so many institutions do end-of-year evaluations. They give educators valuable feedback on student learning.

    The same principle applies to asking students to create a self-assessment at the end of a course. They can talk about what they thought was true about the subject compared to what they know to be true now. If the instructor has assigned them journal work, then this assessment can go in the journal.

    7. Reflective journaling

    Reflective journaling exercises provide students with a forum to monitor their own thinking and their own learning processes. Following a challenging lecture, encourage students to consider which course concepts they are comfortable with and where they could benefit from further review. This can help them plan their future studies or prompt them to reach out to an instructor or TA for extra help.

    Self-reflection exercises can also be used following a summative assessment, like a test or exam. Prompt students to respond to questions like: “What about my exam preparation worked well that I should remember to do next time?” or “What did not work so well that I should not do next time or that I should change?”

    8. Model metacognitive thinking

    To develop a classroom environment rooted in metacognition, consider modeling these practices for your students. By being transparent about how you navigate new developments in your field, tackle complex concepts and relate course content to the world outside your classroom, you show students that metacognition is a lifelong process. 

    Metacognition in the college classroom

    Metacognitive activities seem relatively simple in practice. That’s why it may be easy for instructors and students to overlook how powerful they can be. Activities like quizzes, discussions and real-world case studies all help develop metacognitive skills. Essentially, students can use these activities to examine their thinking processes, including how they learn the materials in class.

    However, despite being straightforward to use in your course, the application of metacognitive activities has far-reaching implications that go beyond the confines of successful learning in the classroom. They enable students to make the best use of their lives and to develop good judgment. Once students graduate from their studies, the activities that they have done to develop their metacognition skills are useful on the job and off.

    Instructors who wish to use metacognitive activities in the classroom have a full toolbox of activities at their disposal. These activities can be as simple as doing frequent quizzes using active learning platforms like Top Hat.

    These activities can also be more involved. They can include lively classroom discussions that are designed to get students engaged in their coursework or even regular journaling activities that students can do throughout the semester.

    Finally, it is important for instructors to demonstrate to their students what this type of critical thinking and problem-solving looks like. When they do, they model the proper behavior for students. In this way, students learn to identify critical thinking in action and to mimic it until they fully grasp what it means to employ metacognition in the classroom and out.

    → Free Template: Get Linda Nilson’s recommended self-regulation activities

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