Barry Westling

Hi Wendy: One method to determine weight is to weigh your course objectives as to importance. Then, base your comonent weight for grading on how much of the courcse focused on a particular objective. Similarly, another metod is to weigh according to practice in the field. I suppose a great chef who takes all day to make a simple dish would not be up to performance standards. So weighing timeliness might have a higher degree of weight, or maybe equal with correct preparation of the dish. Regards, Barry

Hi Wendy: Culinary seems to stand outy as an example where senses can be applied in a very practical way. However, I believe the use of senses are in play and applicable in almost every learning environment. Regards, Barry

Hi Wendy: Chronological jorurnalizing is helpful if that works for you. I've found teachers use journals for all types of reasons, such as narrative, choronological, reflective, phiolosophical, student oriented, personal-oriented, critique based, curriculum-based, among many other versions. What is good is each teacher decides what works for them. It's great to look back and review comments. These usually reflect growth, even if it's in the form of "wow, I said THAT?". That's growth! Regards, Barry

Hi Lisa: Many classes are difficult to judge exact time utilization, or depending on the class dynamic, there may be more or fewer questions than planned for. Reviewing material covered, giving worksheets that supplement the material, or involving student in small group discussions are usually successful and productive use of time if extra time becomes available. Your method of covering the essentials first to be sure at least this material gets covered is good. I've found not all topics can be separated into components, however. Still, it's a good plann. Regards, Barry

Hi Cheryl: Good ideas. Reengaging can be simple techniques that redirect the student back on topic, to major shifts that redirect the activity being performed. Reengagement is about attention. Reasons for loss of attention are varied, but if it can be determined what is distracting, reversing or eliminating that distraction may produce an answer. Regards, Barry

Hi Cheryl: Good purpose. Teachers memorialize all kinds of information in their journals. Some are chononological records, some more philosophical or reflective, some are planning aids, or a combination of these and other information. Like a diary, the thoughts are personal but are helpful when a teacher reviews their notations at some point in the future. Sometimes, if reveals growth made and otherwise unnoticed. Regards, Barry

Hi Karin: I guess a simple and obivious reason is we want to measure to what degree a student has learned or acquired the requisite knowledge defined by the course objectives and student lesarning outcomes. Apllied to the work setting, if there are skill involved, we want to be sure tey can apply them adequately once employed. Regards, Barry

Hi Karin: Interesting post - thanks! I think all students use their avialable senses to some degree and as needed. One way to stimulate more sensory stimulationon is by adding variety into the lessons so that by virture of participating in class the student will be required to naturally use more of their physical and mental attributes to learn. By variety, I mean, lot's of different media choices, blending/mixing media (i.e., PPT with whiteboard), and especially activitis that involve student participation. The more invloved, I believe the more learning and retention of information will occur. Regards, Barry

Hi Chuck: Good point. I would add that a recent past graduate who's done particuallry weel since graduation can be a great source for a guest speaker, as they bridge the student to worker relationship, are enthusiastic, and willing to share answer a lot of more practical questions students might have. Regards, Barry