I liked the refresher on the different types of assessments and when and when not to use them.

In this module I enjoyed the information on CATS - small-scale assessment techniques.  I will be using some of these techniques going forward.

I have always stood by and truly believe - There are no dumb questions.

When questioning students, I now realize that I have been guilty of asking a lot of broad-ranged questions, which often leave the students "dazed" and "confused" they are desperately searching for an answer they think I am looking for.  I am definitely going to be more mindful of the types of questions I ask, open-ended, close-ended etc.

As instructors, we often tailor our lessons/lectures to our learning style as was said in the material.  Sometimes this may be out of ease, forgetfulness, or even time constraints.  I know that when I tailor the lesson/lecture to the majority of my student's learning styles, they are more successful.  I find that switching up how you present material is important so the learner can also become more flexible in the different ways of learning.  I believe having the learner be an active part of the lesson/lecture is vital as well.

Interesting the attention span of 15-18 minutes, retention of  25% of what we heard, 40% of what we read, comprehend 5-7 items.  These are valuable data when planning a lecture or presentation.

I am having trouble imagining listening 4X "faster" than speaking. ???

The first class session sets the tone .

I like to be prepared and organized before making a presentation.  Research on topic done, sequence of course content, able to give interesting examples, etc.  I always feel much more confident when I know what I'm talking about.  I find it easier to explain something if I have learned it myself.

Modeling appearace, behavior, accountability, respect, kindness, compassion and desire to grow as an individual and as an instructor.

Use a variety of teaching methods to reach the most students. Remember that people only retain a fraction of the information that is given to them. Practice experiments ahead of time. Always be prepared and keep lecturing to a short time.

Introductions can help relax both the teacher and the students. It is important to greet students and learn their names as quickly as reasonable to show respect and to be personable.