It is beneficial for the student and faculty to use the college or university resources for students to define the accommodations to be successful in class. this may include more time for assignments or assessments, audio and/or video of lecture, a scribe or assistant or other interventions.

It is important to use visuals that appeal to diversity within the student group. This includes racial, ethnic, religious, age, gender, and ability range of representation.

Although the content of the module determines a group size of 6 to 8 is optimal, my lived experience is to cap the group size at 4. In groups larger than 4, there is a tendency for 1 or 2 members to avoid participation.

When I taught in the classroom, I routinely circulated around the room. It reinforced staying engaged with the whole group. Since I was in a computer classroom, I could also monitor which students were in the course and which student was purchasing shoes (not engaged with the class).

Intrinsic motivation usually produces better results. It is self-driven. it is also longer lasting.

Students' interest or excitement needs to be sparked from the start of the course. If students are apathetic, their engagement will be minimal and not a student-centered environment. It is mutually beneficial for students and faculty to be engaged.

Benchmarking is part of continuous quality improvement of a course. it identifies performance gaps and supports accreditation. Benchmarking is applied to the PDSA cycle.

Rubrics for assessments promote student self-regulation and clarify assignment/assessment expectations. Rubrics promote objectivity and consistency.

Scaffolding information increases student motivation, builds on prior knowledge, and promotes learner independence.

organization of the content is best delivered by the prospective view by the student. The sequence and spacing of the material should serve to engage the learner.