Special assistance is needed for students who are learning a new skill(s) while learning how to speak, read & comprehend the English language. That has to be a challenge. 

THIS WAS A GOOD REVIEW OF THE BLOOM'S TAXONOMY KEY TERMS. I KNEW OF THE COGNITIVE, AFFECTIVE & PSYCHOMOTOR LEVELS OF LEARNING BUT I DON'T THINK I REMEMBERED THE FOURTH ON METACOGNITIVE- KNOWLEDGE ABOUT KNOWLEDGE. I WILL HAVE TO REASEARCH THIS ONE TO GET A CLEARER UNDERSTANDING OF THIS TERM.

I like the concept of pacing yourself while lecturing. Using the 3-5 seconds to give you, as the instructor time to think as well as it gives the students time to process what was said and formulate questions in their mind. 

It seems as if some of the folks here may be extrinsically motivated to complete these forum discussion because he want to proceed to the next module(s). Although we must complete each forum, folks are really not giving much effort to expressing what they've learned. In judging myself, I think the material on motivating factors of learning is interesting. I am just wondering how I can implement it in my nuring simulation class. 

This video presentation provided valuable information that I use with my students. Not everything is applicable, i.e., allowing students to choose which assignment to complete and which method they can complete it. 

In this section, I learned that you can teach in such a way that will allow students to take risks. In the Havard video, the presenter mentioned the student should want to take risks. At that time I was wondering "what risk?" Maybe, the risk in answering a question, the risk in performing their simulation solo instead of with a partner. I will utilize this in my teaching nursing simulation classes.

Reply to Pa Chi Moua's post: I'd like to add: Adult learners don't mind having conversations while learning, which in turn, makes the topic have meaning, depth, and relavance.

The section about rules made me reflect on my performance evaluations that always want to know how I deal with disruptive students. I have never had a disruptive student but once. I tend to think it's my behavior and posture that sets the tone within my class. I believe students don't know how to "take" instructors until they see you. However, thinking more deeply, after reading the Rules section, I inadvertenly give students the "Rules of My Class" without telling them "these are the rules for my class." I use words such as, professionalism, development, and training beyond patient care.… >>>

Teaching the adult learner comes with may factors to take into consideration. Their life experiences, their learning abilities, as well as their motivating factors of why they are taking your course. Most of the students that I've taught come wanting to learn and be successful in my class, unlike children. Education at this level is a choice and it comes with a price. Te price may be a promotion, social status among their peers, their self-esteem, along with the financial cost of their education.