Barry Westling

Hi Derbe: Good examples! All of these can be thought of as tools and every tool has a desired use. We don't use a hammer when a saw is nneded. So then, we don't use a discussion to illustrate writing skills, or PPT to perfect written exercises. That said, the more variety, and combination of instructional media produces a better learning environment. So as teachers, we have to be both selective and creative when planning our lessons. Regards, Barry

Hi Donald: Having a Plan-B and Plan-C is always a good idea. One simple way is to think about past experiences from the real world of work, and be prepared to share a story or two to illustrate a point. Students like stories - nthey're interesting and help keep the attention span on the topic as well. Regards, Barry

Hi Barbara: I know when I'm fully ready for a class, and so do the students. Each component has been planned (even interruptions or student quests can be integrated into the flow) and topics move seamlessly from one to another. Prepared teachers earn trust and respect from their students. We can't please evryone all the time but we can always be organized with needed resources ready to serve the class. Regards, Barry

Hi Derbe: I like pretesting but don't do it every class. It's most helpful when I don't know the students, their level of learning, of what to see where to place more emphasis when time is tight (when is it not?). Regards, Barry

Hi Derbe: I agree and many institutions and teachers would also be in agreement. EC may have a very limited place in certain classes, but generally, I feel if the content is important enough to receive credit, it should be included in the curriculum to start with. Regards, Barry

Hi Barbara: Tenets good teachers seem to exhibit on a regualr basis such as enthusiasm, excitement, anticipation, imagination and inspiration, and being genuine, sincere, interesting, and real - these are personality traits that just about any teacher can generate regardless of the topic or their individual delivery methods. Regards, Barry

Hi Suzanne: For me, prepared means my lesson material, supplemental and ancillaries are ready, class resources are available and working, and I've taken time to review the topic. Along with review, I like to have exercises, questions, or other interactive participation ready to enhance and engage the student. Students will notice that time and effort has gone into the lesson and tends to build trust and respect for the teacher. Regards, Barry

Hi Donald: Case scenarios are great!. They put the student in situations they're likely to encounter and we can evaluate their actions given a specific set of parameters. You're right in that these are time consuming. Also, without a clear grading rubric or similar tool to assure objectivity, grading can be a bit difficult. However, some topics are such that the grade is "Yep, they got it" or "nope, they missed it". Nice contribution to the forum. Regards, Barry

Hi Barbara: For me, SLO's are the "why" of the topic or lesson. Daily or course learning objectives are tyhe "how" we provide the material in order to achieve the SLO's. Regards, Barry

Hi Derbe: You've identified many key attributes, all good. I suppose one way of stating our goal is to prepare the student through the transfer of knowledge for the purpose of learning in readiness for productive work. We haven't taught if the student hasn't learned, although of course there are many exceptions. Getting students to not just learn facts but also to think on their own is one of the biggest challenges I think we have as educators. Regards, Barry