I have been teaching for over 30 years. I have always used active learning by changing activities. It was great to read that someone has described what I have been implementing for so long. Now I have jargon to go along with the actions. I can assure anyone not sure whether to use active learning with their adults learners that class will never be the same. As an instructor you will not want to return to lecturing. Students will be more engaged and excited about class. Try it once you will enjoy the results.

Until I can pick up on my students preferred learning method, I usually mix each class up with a lecture, powerpoint and a video.

I especially liked the suggestion of putting instructions and questions in a box for dyslexic students in order to make it easier for them to focus. I will definitely be using that.

There was a lot of good information regarding how to help students whose primary language is something other than english.

Discussion groups have been a great way for me to break up the lecture time for my students. It makes lecture more exciting and gives them a minute to move around and get their blood flowing.

I agree about making eye contact with each student during lecture. It helps me find out if the student is understanding the topic or not.

As an instructor, one is met with many challenges; some of those can include reading disabilities and comprehension barriers. Whatever the challenge may be, the instructor must work to create an inclusive environment and work to make sure all students feel accepted.

Students enjoy working in groups. It helps to keep them all engaged when they learn from each other.

All students are capable of learning. Obviously, when one has certain challenges, it requires the instructor to be creative in ways to meet the student where they are.

Eye contact is important and welcoming for students. When students are in the classroom, they need to feel that the instructor recognizes who they are.

I work with older students and sometimes getting an answer out of them is like pulling teeth. I have tried asking leading questions. I have started the answer and then asked them to finish the answer. and still I get very short answers and most of the time incomplete. Let me give an example what is the correct procedure to adjust brakes? answer tighten the nut back it off retighten and set clearance. I have yet for one of my students to start with making sure the brakes are released or wheels are chocked this is part of the bearing adjustment. I try to prompt them into telling me the complete procedure the way it was taught to them. I have emphasized the complete procedure. Understand this is just an example and I could give you tons more am I asking for to much?

Explaining, giving 15 minute lecture, and demonstrating hands on.

Talk to your students a little bit about yourself and your background experience. Ask your students to say their names individually.

I respect my students point of view, and opinions and I also use my personal experience.

make a list of all the materials you will need for the class.

I always think safty when wiring should be taught befor, during, and after labs. So when there in the field hopefuly they wont forget.

I like to shake things up by using lecture, powerpoints, movies and other interactive activities.

As a way to ease the tension on the first day of class, I always have the students do icebreaker activities.

Implementing the syllabus online always gives the students access to what will be covered in class.

In class, I like to use a personal experience and lecture on a certain subject to demonstrate real life examples. I feel it keeps the students more intrigued.