Planning my lessons for students is vital. Because I sometimes teach and coach doctoral students, I have one-on-one teaching. Thus, I must plan as to tailor the lesson to most benefit the individual student. Individualizing planning to best fit the need of the student can be essential (McDonald et al., 2010). Reference McDonald Connor, C., Ponitz, C., Phillips, B. M., Travis, M., Glasney, S., & Morrisonc, F. J. (2010). First graders' literacy and self-regulation gains: The effect of individualizing student instruction. J Sch Psychol. 48(5): 433–455. J Sch Psychol. doi: 10.1016/j.jsp.2010.06.003 PMCID: PMC2976978 NIHMSID: NIHMS234655

Instructional style really matters. Working on ways to appropriately develop an instructional style is imperative. Studies have indicated that developing proper instructional styles is necessary (Kendall & Schussler, 2012). This module has motivated me to really focus on further developing a suitable instructional style that will be the most beneficial to my students. Reference Kendall, K. D. & Schussler, E. E. (2012). Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors CBE Life Sciences Education. 11(2): 187–199. doi: 10.1187/cbe.11-10-0091 PMCID: PMC3366904

This ED has widened my way of thinking of how to show students how to be more effective in the clinical settings. It seems that for the most part it involves how a student learns and that is the way one should approach to teach that student.

i always use videos in my class because it will let the students to pay attention

always give the students project using a colored poster specially in medical field by choosing a disease and they put pictures

for hard learning students i realized that using animations with the power point and then asking questions help

It's very helpful to have a 'last-class review' within the first 10 minutes of the next day's class.

The course material describes a game where students break into groups and use coins for a game. The assessment/quiz says this does not use intrapersonal skills...I would argue that they need these to communicate their ideas. I would concede that it is the 'least good answer' but let's see who responds.

As a long time instructor I use several different methods of learning. Lecture reinforced with hand on studnet demonstrations, Where I lead the class step by step in preforming a task. Stopping them at certian points to show them a particular item myself.

REMEMERING THAT NOT ALL STUDENTS HAVE THE SAME LEARNING CAPABILITIES.

HAVING THE SYLLUBUS READY AND INTRODUCING MYSLEF AND LEARNING THE STUDENTS NAMES

It's sometimes hard to keep the attention of my students in the class, especially when computers are directly involved with the lecture. How can I keep my students interested enough that they wont be distracted by other things while on the computer.

How important really is the order in which you do these steps? I tend to do what's natural and not rigidly define how I conduct the first class.

At school we allow students internet access during class. We only block certain cites, and I think students are still distracted by this. Just wondering how many of you block internet access during lectures?

As an instructor in a highly technologically dependent field, what is the best way to ensure my students will have the resources they will need and be able to stay compliant with the technological terms and conditions placed by my university? If I have technology that I need, but can't get because of budgetary reasons, how am I supposed to teach that content?

Hi all, sometimes our classes can go for close to two hours. Does anyone have any suggestions on how to balance instructional time with practical application?

As a teacher, I've run into students who have felt incompetent, unable to perform, or have given up because they fell a little bit behind the class. I have given many breaks to students such as this in the past. For example, allowing them to turn in work late, staying with them to help with assignments, and just generally trying to motivate them despite themselves. I want to help these kids, but giving a ton of extra help to them but I feel it is unfair to the rest of the students in the class. What can I do in this situation?

I have been a fan of designing learning objectives around multiple intelligences and higher order thinking skills as related to course objectives for years. I learned about fishbowl critiques in an AP workshop and have used it with high school and college students as a way to learn about their own writing and accept feedback from peers. All students must participate. What I have found is that after the initial session, students look forward to analyzing their own learning through the debriefing questions we use. Their writing improves quickly and they are more excited to come to an English class because they are expected to be active participants in the process.

Only one problem we might get in implementation of this method is Time Management.Some time syllabus is too lengthy and we have only few days to complete it.

good to ask their names a little about themselves breaks the ice