While my program is primarily lecture, I watch my students carefully for frustration with the coursework, lack of interest, the usual suspects that we have to deal with that are part of the "new generation" of students. What I started to do, is encorporate the LO into the "talk", and have the students go right into hands on as part of their class work. It sinks the LO in and gives them that break that they need to reset.

I've read a lot of posts that begin, "I teach XYZ subject, so my students are mostly of ABC learning style." I don't see the correlation. That seems to be implying that the learning preferences of an individual influence there choice of study. Is that true?

As a student, I remember my best learning experiences were with teachers/professors who could tell a story or relate a personal experience about the content he/she was trying to convey. I'm currently teaching Anatomy and Physiology to nursing students. The material is dense and sometimes very dry but I try to inject a personal experience very now and again to break up the lecture and maybe help some students to remember the disease process or body part we just learned about. Just a brief story that starts with: "I took care of patient once with..." and, by linking the content to a real life situation makes it more interesting and something the students might be able to relate to better. This technique takes some extra time but I think it's well worth it.

Ireally enjoyed tis module, it begins to build the strengths *& weaknesses each test has and what you are assesesoing. In my scope essay, lab aaplication & multiple choice were our only options, so I thought . there are manyto asssess and I am looking forward to reveiwing what changes we can make to our current testing cycles and assessments. Michelle Callaghan

Ilove theminute papers I instituted this last course & gave point for content and it really gives me a birds eye view where my students are. I assessment leads where we go day to day ats Instructors. How a student learns is key and basic knowledge for Instrcutors who want to e effective.

This is a technique I use all the time in class to engage students , I have tried training my staff on this technique. I found interesting feedback from staff that is it is easier to "Just lecture the material" My response but what aboutthe students assessmnet of what they learned, how will you know?" Silence. Some instructors are teaching old ways of doing thiongs and a passion for learning is a requirement. Retaining my staff again and see if we can getthose old ideas dropped in the garbage can. Michelle callaghan

Check Cognitive Scientist Daniel Willinham's site http://www.danielwillingham.com/index.html and this video http://www.youtube.com/watch?feature=player_embedded&v=sIv9rz2NTUk

When I take the time to listen to my students with dissabilities it make all the difference.

It's amazing how much this makes the first day of class more effective and enjoyable for students.

Evaluating students is of utmost importance if they are to find out what it is they should work on to improve their learning.

I have only ever had one student approach me with official paperwork regarding their learning disorder. It indicated that I was to allow extra time for the student when taking an exam. This was a highly motivated student, committed to their own success. Turned out that they did just fine within the normally allotted time. However, many of their fellow classmates were clearly suffering from their own difficulties, but there seemed to be no formal awareness or remedy in place. Do you have any recommendations for what might be done to help students who seem to be working at a disadvantage of which they are yet unaware?

I all to often have felt frustrated by the feeling that many of my students are fooling themselves to think that they might succeed in their chosen career despite severe language deficits. Have you ever found yourself compelled to suggest postpone their studies, focusing first on correction of their prohibitively weak language skills?

The value of group work is emphasized strongly throughout the MaxKnowledge courses I have taken, and I would like to utilize these techniques with my students. However, I have found it difficult to design an appropriate activity. The course material is highly technical, and its applications require physical resources that are not available in class. Have you encountered a similar situation? If so, do you have any recommendations?

Is it sometimes good to sit down? Maybe when encouraging classroom discussion?

I fing that students respond well to learning words specifically related to their field. They strive to learn not only to spell the words but to learn the definitions. I find that giving extra-credit for definitions inspires them to write the definitions and be able to verbally repeat them. It makes the students more receptive to the learning strategies set forth by the instructor. Pat McCoy

As an instructor we have to help the students to understand their role and help them to understand our role we have to be positive so they can learn and want to continue with the course.

To incorporate each students input into a project lets the student know that he/she is really a part of the team and not just a spectator. Ask pointed questions that each one has to answer. Give certain projects for each student with the premise that they can interchange projects if one is more feasible than another and both parties are in agreement. I think people do better when they are comfortable with whatever they can adequately bring to the table.

Not an instructor around can be effective without taking this into consideration. Training teachers to lesson plan & review their plan is essential for assessments of any effective style. Most teacged s dobg know the ratio I f auditor y to visual to kinesthetic. Managers need a ways to motivate their teams to understand h ow important this is.

I am happy to receive instruction regarding wait times; including all learners, not only those I assume will know the answers. I try to be cautious not to embarrass any student when questioning. Sometimes, I will announce first that my upcoming question is a difficult one, and I won't find fault or be disappointed if it goes unanswered. I always strive to keep my learning environment a safe one.

As instructors and educators, we care about our students, but how do we maintain the professional boundry without becoming too involved with the students personal life?