Barry Westling

Discussion Comment

Hi Robert: IThere are several definitions of student learning outcomes (SLO's). The one that I use decribers the "WHAT" of a course that students will learn as opposed to the "HOW" the slo's will be met by course objectives. Well written slo's along the resources, faculty and appropriate learning environment will produce achievement of of the course objectives. These slo's also provide an ojective means of measuring student performance as well. Regards, Barry

Barry Westling

Discussion Comment

Reengaging off-task students

Hi Heather: Small breaks work well. Even simpler methods can be effective. For instance, just stop for a moment and ask a silly question like, "who were Lucy and Ricky's landlords (last name)?" Then get back to your topic. More aggressive might be changing the way your delivering your topic. If PPT, change to overhead or white board or computer. When you really need attention of the students, changing activities. So if lecturing, switch to class discussion or in class worsheet. Keep students busy and active. Regards, Barry

Barry Westling

Discussion Comment

Reasons for evaluating students

Hi James: Good points. A simplified reason is we want to be sure we are acurately measuring student performance against the course objectives, student learning outcomes, and readiness for future classes or more advanced topics. Our contemporary society requires thatr we have objective, content-based grading systems. There are many such systems. But we want to make sure the learning occurs. That's most important. Next is the assessment of that learning. Regards, Barry

Barry Westling

Discussion Comment

Setting up a grading system

Hi James: Setting up a grading system can be a systematic process and with guidelines (institutional), thought and planning, a little trial and error, a fairly good system can be obtained. Weights of the different components is probably the biggest challenge. Like you recalled, value vs perception of value. In the end, we want to be fairly sure that we are measuring student performance and that the grade is a true reflection of learning, not just a compilation of points. Regards, Barry

Barry Westling

Discussion Comment

Understanding yourself as an instructor

Hi Pandora: I like your focus on self improvement. Some teachers believe that because they've been hired to teach that have all the answers and "are in charge". We can all improve. In fact, I would say that self improvement is a lifelong journey and commitement if we want to be good teachers and individuals in our communities. Regards, Barry

Barry Westling

Discussion Comment

Role of instructor personality in delivery selection

Hi Marivic: Good points. Being a natural me, even if not perfect, is much better than being an artificial version someone else. Natural, honest and sincere, passionate and enthusiastic, patient and tolerant, supportive and encouraging, competent and confident, approachable and kind, objective and open to opposing views - these traits along with the natural version of ourselves opught to create an interesting class, especially if most of these attributes were sustained throughout the course. Regards, Barry

Barry Westling

Discussion Comment

Selecting instructional media

Hi Ken: Choosing the best media really requires some thoght. One thing is what do the student learning outcomes (SLO's) and course objectives dictate? These would define how to approach choosing media. As you alluded to, is the information oriented towards theory, lab and skills, or values and behavior. There are probably dozens of choices and considerations from there. Probably want to consider factors such as generational differences, age and gender, learning styles, and learning level. Fianally, what resouces do we have access to? PPT is good but want to limit that or mix it up with other media choices… >>>

Barry Westling

Discussion Comment

Understanding yourself as an instructor

Hi Marivic: Yes, we are the sum of our life and work experiences, education and training, degrees, skills and abilities, credentials, licenses and certifications. Together, this collection of preparedness to teach culminates in who we are, how we perceive ourselves, and the reality of our readiness to be effective in the classroom. Assuming we have access to the resources, course material, and training aids needed, I think these basic tenets of common relating are a good foundation for just about any teacher or class. We need to be: honest and sincere, kind and caring, passionate and ethusiastic, supportive and encouraging,… >>>

Barry Westling

Discussion Comment

Using pretests as planning tools

Hi Jennifer: Great. That's the poinht in a nutshell. Understanding where to place emphasis is valuable in that is saves time covering material already understood. Of course we still need to make sure all course objectives have been met, but more emphasis given where it's needed will contribute to better student learning outcomes. Regards, Barry

Barry Westling

Discussion Comment

Understanding yourself as an instructor

Hi Stephannie: You're right, we need balance, objectivity, perspective, and a measured dose of patience and tolerance. Since we deal with all kinds of students, age and generational differences, learning styles, backgrounds and personalities, it's critical we have a firm grasp of how we view ourselves with emphsais on stronger areas and continuous development of weaker areas. This is a lifelong event with no endpoint. Still, we can be effective in the classroom. One approach is to try to natural, without copying someone else in the way they conduct classes. Being sincere, confident, and courteous, we can at least begin… >>>