When teaching a critique-based class such as Adobe Illustrator, it is important to break down the project assessment into different parts such as design skills, professionalism, mastery of software tools, and how the work is presented. By doing this, the student has a better grasp on his or her grade and how he or she can improve on future projects.

I have discovered that by giving students small pretests or quizzes during the term, along with extensive reviewing, they seem to do much better on their final exams.

By stating clearly the daily learning objectives stated on the syllabus,it provides a strong organization for the class and keeps the instructor and students on track.

What I have found successful in teaching a software-oriented class is that I usually divide the class in two parts. The first half is lecture/demo, and the second half is one-on-one with the instructor and/or lab time.

I have seen that problem solving can be achieved such as when a student is asked how to do a step-by-step process on a software program on his or her own. If they fail the first attempt, I slowly coach them on how to to it successfully. Then on their second attempt, they most often do the function correctly.

Creatiive problem solving is also effective in a visual communications class. By interacting design skills and computer software, the student is required to figure out what problems are to be solved and to implement them into a successful design piece.

By consistently asking questions during a lecture course, I feel that the students become more engaged in the class and are more willing to participate.

In teaching visual design, critical thinking is essential in group critiques.

I find it is best to incorporate both soft and hard skills while teaching a software course.