I encourage students with different learning styles to study together

Assessments should focus on your over all objective of what you wanted your students to take away from their course. Assessments can truly be in any shape or form, but must show the instructor what they have learned.

The type of tests or assessments I implement are dependent on the material as well as the class. It seems that each class has its own uniquie personality.

I do find that most often students do not participate due to the fear of being wrong. This is not the case. If I have a student give a wrong answer, this is a great opportunity to work together to solve the question correctly. This also keeps students engaged and maintains a healthy learning environment.

the value of input on student performance from an on-site supervisor lets oyu know if what you teaching can be applied to a real time work sutition.

As I would imagine many do, I find the same students are willing to attempt to answer the questions. I need to work on my technique for encouraging and iliciting responses from less outspoken students. Can anyone else present specific techniquies which have worked for them?

We just learned that each student has a different learning style. However, students can also have a combination of learning styles. I am an auditory, visual, and tactle learner.

Students want to see that what you are lecturing on or talking about has a direct relationship to their objective and course. Give them a WHIFM.

As an instructor we are their personal coach to encourage students throughout their learning process. We need to be there in the good times, but most importantly when they are struggling.

I cannot express enough how much the learning environment impacts a student's education. A learning environment should be a very positive open place for students to feel comfortable learning and even making mistakes.

I was an instructor previously for 3 years and am blessed to be now leading students again. I have learned that I always have more to learn. I learn about students and learning styles and conforming to a new way of doing things.

I was an instructor previously for 3 years and am blessed to be now leading students again. I have learned that I always have more to learn. I learn about students and learning styles and conforming to a new way of doing things.

A course I co teach "Food Safety Management" has a concept called Hazard Analysis and Critical Control Point (HACCP). It follows a task through all stages and if there is a weak point it states what can be tested and where and if a weak point has been breach and corrective action to be taken to get back on point, I find it very useful.

I found that students expose to other students with different learning styles and are mentored by each other adopt some of the other learning styles if they attained the goal or task that they were mentored in by the other learning style student.

Hands on is the best way for my students to truly comprehend the subject matter.

Sometime I use problem based learning built on a previous class knowledge that the students demonstrated they learned.Using a class in demo breaking down a chicken(cutting up the chicken into a certian amount of sections). The students are shown how to do the task and then asked to preform it.In the next class I will ask the students to break down a rock cornish hen using the same techinque that the learned in the previous class.This way the student can adopt previous aquired problem solving knowledge to the present task. I belive an organization uses the saying "adopt, improvise and overcome" so do I and the results are good.

funny thing is I can forget something 15 seconds from now, from the kitchen to the walk in. But see someone I haven't seen in years and just remember their name like it was yesterday. Now Transpose the thought...........

This course lended great support to my understanding of techniques to deliver course content to the students. The course content must (particularly with adult learners and techincal-vicational education) be presented through a participative and sensory stimulating strategy; sensory being auditory, visual, tactile. Learners need to be engaged, stimulated and then participate in exercises and challenges recall the information. Prior to ED101 I would have focused on cycling through teaching strategies, now I focus on combining teaching styles (especially during lectures) to catch the attention of as many students as possible. Has anyone found an effective strategy for engaging tactile students especially during longer lectures (other than allowing more frequent breaks)? Clifton

This course should be a prerequisite for instructors before teaching their first class. This course described the importance of establishing a good rapport from the onset. I think the techniques explained in the course could be summarized as the: icebreaker, share, reciprocate, direct, and then lead-instruct. The icebreaker is the first step however, and the manner in which the instructor chooses to make his or her introduction will set the tone for the course at least for the first week. I think that an introduction which includes a brief and interesting story which is also a bit humorous (and truthful) ending with a memorable lesson learned, is a great way to break the ice with a new class. Students can gain a sense about your demeanor, bearing and understanding all from a simple story. After that, allowing students to question you a brief while, prior to asking the students to introduce themselves, is a simple plan for breaking the ice between students and the instructor and between the students as well. I shared as story about a surgery at the start of the last course I instructed for surgical technology. Has anyone else applied personal experiences as part of their ice breakers at the start of a course? Clifton

As a new instructor with a strong background in project and program management, I approached instruction from a perspective of managing time and resources, and leadership. This course helpd to fill in some of the blanks which can be left open when transitioning from a leadership-management role. I appreciated how the course suggests adhering to schedules, curriculum and guidelines, also the importance of flexibility and slightly fine tuning the course to the needs and individual learning styles of the students. Planning and preparation should include not only the lesson plans, but planning for on the spot changes, having back-up plans when things do not go according to plan. Would anyone agree that adequate planning & preparation can require an hour or more per day? Clifton