That top 10 tips is a great resource: I saved it for easy reference and reminders

I'm going to use checklist rubrics for formative skills checks and analytical ones for practicals. 

It is very helpful to remember the order of instructional design 

learning objective then assessment then lesson plan and sometimes breaking down the lesson plan into smaller foundational lessons. 

I want to use more art projects with anatomy.

Setting up clear learning objectives in the order of the pyramid from bottom to top

I plan to use more diverse terminology for my objectives. Often times the same verbs are used over and over. This gave a variety of ideas for other ways to word my objectives. 

THis final module has taught me to rethink class discussions/ group projects and role playing by making them a graded activity rather than a teaching activity.  This will take some thought, but using a check list will allow the grading to go smoothly and quickly while letting the learner know they will benefit from not just "phoning" it in. 

I plan tofind ways to get the verbs support, compare/contrast and distiguish into my objectives.  I also hope toget students on board with the lower end of the taxonomy pyramid so they have a clearer idea of where we are going.  This sections also inspires me to go back to the drawing board to get students to design yet not necessarily implement massage sessions in class for discussion and critique. 

I plan to find ways to have the students create in classes such as pathology and kinesiology versus remembering.

This is a general discussion forum for the following learning topic:

Effective Assessments for Bodywork Instructors --> Beyond the Exam: Meaningful, Real-World Assessments

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