I love using the expressions "If you keep asking WHY....You'll get WISE!" Content delivery should focus not just on a student's ability to perform a tasks or apply a skill. Sure a step by step lab will show them how to do something, but do they understand why they did what they did? IT has a lot of acronyms. If I ask a what an acronym means, I usually follow up with the question.."Ok. So what does it do?" or "How does it work?" This often gets a discussion going and helps reinforce the concept presented for everyone.

I like pairing up new students with "seniors" whenever possible. The senior students like the fact that they can take someone under their wing and show what they know. It also keeps cliques from morning in the class, old students vs. new students. When I send students on technical projects, I pair them up the same way. Works out pretty well for all.

In the past I have been successful in using what I call the "15-15-15" rule. Aproximately 15 Minutes each of lecture, demonstration, and lab/hands-on. Students are definitely more engaged and they enjoy class more when things are broken up. Knowing how long your labs will take is a big factor in planning. If using labs from a textbook or lab manuals, choosing ones that tell you how much time a lab should take makes planning easier. I usually prioritize my time by lab first, then lecture, then demonstration.