The term metacognitive knowledge is interesting. I am currently in a master's program for library science and it resembles metadata, which is information about information. These terms seem silly, an almost redundant, but they are actually very useful. For instance, from a teaching or tutoring perspective, it is very important to know what you know so that you can properly transfer that knowledge to students.

We have found that documentation that is easily accessible to all coworkers has been key! For instance, we use the "G drive" to store important documents and files and anyone added to the network can access it. This comes in very handy in document sharing. There are web-based options for doc sharing as well, like Google docs.

I like the idea of learning about students and assessing their levels of knowledge, but I think it is very important to make the students comfortable when giving a pretest. Tests can cause anxiety, and starting off a class with a test risks scaring off some students.

AS an instructor in a culinary program we have to get through the demos and production set by the syllabus. When I say watch that clock - you have to do that or you are not going to get the info covered for them to be able to be successful in the next class. I keep it very light in my class and tell stories, jokes and experiences BUT I do tell them that if we are getting slowed down by anything that I will have to cut things short and that they are more than welcome to stay after to discuss question of confirm anything they are unsure of telling them to WRITE IT DOWN so that they remember later.

i thinkextra credit very important for student who may not be up to par but it allows the student a chance of success.

I teach at a career technical college. Since we instruct at such a fast pace, I am often correcting students behaviour, as well as surgical concepts. This some times paints a rather bleak picture of what is required to work in my chosen career. I find that a guest speaker has the ability to calm the students' preconceived anxieties while showing that this career choice is not nearly as bad as they might have thought!

As a video instructor I will often use video in my lectures, I don't like to go over two minutes, and longer videos I assign for homework. Is there a general rule about showing video in class?

Is role playing an effective tool to use when a topics are introduce to students?

Is there another way to explain the difference between instruction and training.

Is it a good idea for students to evaluate instructor after a few weeks of instructions. In addition, compare final evaluation of instructor after completion of course. This can be used as a learning tool for the instructor.

Many times in school I have seen students going to the dean blaming instructors for poor grades. keeping good records of attendance, progress, participation and other notes will be crucial when defending yourself against students who are set on blaming you for their failure. however use caution not do disclose any information to unauthorized persons. student records are confidential and misuse could have serious consequences.

in the military before we started class the instructor would often show a funny video or an unfortunate video on the topic at hand to gain students attention. By bringing out the emotions such as joy, anger, fear in the learners, they can see a new aspect of the subject at hand. for example, when we learned about improvised explosive devices, we were shown videos of people killed or wounded by these weapons or videos of blowing up washing machines for training. these gave us a better appreciation for the power of explosives far better than a simple lecture with facts and numbers. Granted these are extreme examples I have found none the less that they are effective in gaining attention in the classroom and may be used several times through out the period of instruction to help maintain attention. by switching the videos content from comedy to tragedy or reverse it keeps the students involved as long as they are appropriate for the students age maturity level and content of the course.

Being in the military for 10 years a common form of instruction was lecture with power point as an aid. These classes we ineffective at getting the knowledge needed due to long classes, cluttered slides and a "check in the box" mentality. The instructor teaching the class was often ordered to do so and often was unmotivated therefore reading off the slide in a monotone voice with his back to the class. These classes would go on for hours and once a year, several days are set aside for these periods of instruction which last all day. This resulted in the students becoming more interested in doing literally ANYTHING rather than sit through another minute of the material being presented. Most of what I got out of the classes was learning to spot others sleeping with eyes open. I take this lecture method with the previously described methods of delivery as a perfect example of what not to do

Having handouts and materials ready is crucial. In a lab environment having all necessary chemicals, instruments, or any other materials will show preparedness. I have these items neatly put away to show students that setting up for the project is part of real world expectations. I feel this reduces the "my way or high way" option because students can set up the work stations which will work best for them to be more efficient while still teaching responsibility and accountability if the students do not have everything they need. Is this a logical way of doing things?

Though I have heard about Bloom's Taxonomy seemingly forever, it wasn't until I took this course that I became aware of the impact this concept can have regarding creating clear and concise lesson plan objectives. I look forward to incorporating these techniques.

I try to have former students and professionals come into the classroom as guest speakers. It allows the students to see someone succeed in their field. I have invited former students to discuss the licensing registration process and what it was like taking their licensing boards. The present students are able to see share their worries and ask questions related to this important topic. Robbin

I never liked giving extra credit since it appears to dilute the grading system for the student. I am open to other ideas that might work to change my thoughts.

I have found that a high percentage of night students have families and also work full time. How successful is the use of homework when it just gets done as a 'busy work' assignment?

What is the best media selection used to have the highest impact on extrovert-type students?

What ideas can you share for those of us who teach night classes that would like to include field trips in our course content?