I have found it interesting how students do with technology.  A great idea is when you have a mix of generations is to get students to share what they are good at and where they need improvement.  The net generation can help others with using technology and becoming comfortable with technology and the others teach the net generation a thing or two about 'soft skills'.

Looking forward to completing more classes.  Hoping each course helps me navigate this program with more ease.  I do not think the delta-cee program is user friendly

I found the areas on peripheral learning tobe the most useful. As a result of the class I will take a much more structured approach to incorporate peripheral learning in the classroom envionment.

Does anyone want to share actual active learning activities used in classroom lecture settings (especially for culinary students?).  Think Hospitality Management or Cost Controls.

In the assessment, I learned to properly state your goals in detail. In ED 101 it taught me different types of teaching methods that I will incorporate into my class settings.

Great Inro course.

Discernment of types of questions and application will enhance the classroom experience

Preparation  of questions prior to class is a helpful recommendation

I found ED 114 very informative and I plan to build more open-end questions into my instruction.  I use closed -end questions very effectively already, but I never really thought about doing the extra and expanding the questions into open end ones also.  This has definitely me more to think about on how to imporve my teaching and the students comprehension of the material  M. Smith

Adult learners with learning disadvantages are extremly intelegent people,they are good problem solvers due to the fact they are constantly solving there own on a dailey basis. I have a great chance to help many diadvantaged leaners with some of the content in this course.

I had to take breaks reading this course because I realized I was reading and not understanding. I found myself going over important things on my mind and not absorbing the material I was reading. It really made me understand how a student feels when they are trying to absorb to much information. I really enjoyed reading the material and I think it will be really helpful to me

I found this very helpful

I like to greet students as they enter the classroom. This is something I have started as a result of this class. My students seem to have better attitudes and are always ready to go. Before this they seemed a bit disconnected at the beginning of class.

Since I became an Adjunct Instructor, I have prepared all my classes to accomodate students with learning Disabilities.

Because I have Dyslexia myself, I purposely created all my classes with the intention of teaching students with learning disabilities.

For the first day of the new course i am going to make sure to include an actvity that incorporates the students' prior knowledge and to add in an activity that points out the relevency of the new information.

i acknowledge tha tI w3ill be faced with many of the stated barriers to putting in active learning techniques into action.  Some of this is that I teach a lot of factual medical courses that move quickly.  I have and will continue to gradually add active learning methods to break up the lecture.  The balance is what I am still learning.  Lecture remains beneficial with the factual information (such as pathophysiology) but I include discussion often wehn we get to the most important sections.  I think the understanding of the barriers and the reinforcement that it is okay to develop… >>>

I like this course. I think I will first try the peripheral learning techniques and maybe try moving my students seating around in the cklassroom.

I will certainly try to implement some of the ideas. I especially liked the section on peripheral learning, which I will use. I also liked the ideas of incorporating music, which will be a bit trickier to do in our class environment though. Overall the class gave me some good ideas.

There are times I feel like my students are falling asleep in class, or their eyes have glazed over as I am speaking. I'm not always sure if they actually understood the content or they just don't care. Being an overly dramatic person, I usually start doing something crazy at this point to break their silence. Which could possibly be screaming like a 5-year-old for a lollipop, if that is the example I am using to relay a point I am teaching at the moment. When I stop to ask, "Does that make sense? Does anyone have questions? You guys… >>>

When I first saw some of the topics and brief introduction, I was nervous that I don't ask the right questions and sure that I would learn all sorts of new ways to interact with my students.  What I learned was that I already use the types of questions discussed in the chapters, but I was unaware of the specific name is pertains to the topic.

For my students now, I am going to utilize more interpretative and translative-type questions so that I can ensure the understand the topic.

Stephanie Zoltowski, M.A. 

After taking this course it made me remember teachers that made a impact on my life. I never realized how short our attention span is and I will make sure I have interaction with my students to keep them focused. I believe that the pretest not only reminds students to study it also helps them find the areas that they may need to review.