Here is what you want your students to have at the end of their first class meeting. A sense of where they’re going and how they’ll get there. A feeling that the other members of the class are not strangers. An awareness that you care about their learning. An expectation that the course will be both valuable and enjoyable.

Ask yourself what your students will want to know about this course. The three most common concerns of students on the first day of class are likely to be: Will I be able to do the work? Will I like the instructor? Will I get along with my classmates? In terms of course-specific information the students want to know details like: topics to be covered number and types of tests assignments grading system textbook attendance policy late work makeup work purpose of the course nature of the class sessions level of preparation or background necessary to succeed in course

There are two parts of your instructional style. One is your personality and how you project yourself to students. The other is the style you use to work with small groups, in demonstration settings, and for lectures. These styles can change depending on the setting and the needs of your students.

The law addresses three concerns when suing for injury. Duty of Care Must Exist The duty of care means that the instructor must have responsibility for the safety of the students. As an instructor in a laboratory or shop environment, this is assumed. Breach of Duty If the instructor has a duty of care, it must also be proven that the instructor has breached his or her duty. For example, by not enforcing the "safety glasses" rule, the instructor has breached his or her duty. Injury Results From Breach of Duty In most instances, lawsuits hinge on breach of duty.… >>>

nyone who has taught in the laboratory or taken a lab course realizes there are difficulties. These include: It is often difficult for everyone in the lab to see clearly. The instructor may not show the entire demonstration due to time or cost restrictions. A student's absence can impact the student's knowledge and any group effort. Activities cannot always be repeated. Activities can be dangerous, expensive, or require unavailable equipment.

The objectives arrived at are designed to be used with any teaching strategy. Instrumentation : Use instruments and/or software tools correctly. Models : Determine the use of theoretical models as predictors of real-world behaviors. Experiment : Design, implement, and interpret experimental procedures. Data analysis : Analyze, interpret, form, and support conclusions using data. Design : Design, build, and assemble products; test and debug systems; meet client requirements. Learn from failure : Identify failure, and design and implement solutions. Creativity : Demonstrate independent thought, creativity, and capability in real-world applications. Psychomotor : Competence in using tools and resources. Safety : Deal… >>>

Ensure that each instructional article, video, website or game supports the learning objectives/goals of the course. Get the learner's attention immediately by clearly making the topic relevant to something important within the learner's frame of reference (e.g., job, studies, professional development). In the body of each unit introduction provide an introductory paragraph, one or more explanatory paragraphs, and a summary paragraph. Integrate questions or other interactive activities - such as exercises, problem-solving case studies, games, or short simulations - into the body of the unit. Limit the unit to one or two main ideas or concepts. Use only the most… >>>

Participants post regularly as defined in the syllabus. Online communities respect members and express honest opinions. Participant-to-participant collaboration and teaching are evident, and spontaneous moderating occurs among the participants. Reasonable venting about technology, content, and even the facilitator is acceptable and evident. Participants show concern and support for the community.

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what the this section i learned how to use proper tools for Virtual teaching.

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