Adult students learn from each other. A difficult concept introduced by the instructor may be better understood by one student if another student restates it. Group exercises are a plus in the learning experience and can be a lifesaver for the instructor.

For the most part, 60% of the grading evaluation criteria are dictated by the school’s administration on every course syllabus. Each grade distribution is as follows: 10% participation, 25% midterm, 25% final exam and 40% - 50% instructors’ discretion quizzes, assignments, research papers, group projects, etc. I typically have assignments/homework as 15%, pop quizzes as 10% (to make sure the student is reading the materials), 15% for in class activities and in some courses, 25% for a research paper or class project. My attempt is to provide the student with theory and an opportunity to apply/reinforce course content.

Content difficulty has always determined what delivery method I used in instructional design. If there are steps in a “How To;” I can either usen the white board, flip chart or make a PowerPoint presentation. Just recently, a class did a case analysis in which we brainstormed the issues involved. Instead of using the white board, I used PP and typed the students’ responses as we proceeded through our examination. The examples in this module with vocabulary, is excellent. I will certainly use it when I’m working with new terminology.