Have you seen examples of when the involvement (or lack of) from a particular group has helped or hindered curriculum development?

One of the suggestions I read in this module for helping instructors to remember student names was to take pictures of them. Would all students feel comfortable with that? It seems a bit questionable. How do others feel about this?

I suppose my observation is primarily about creating a professional image in the classroom, but it also seems to affect teacher/student rapport and the nature of the teacher/student relationship. Over the years, I've found that individual instructors tend to have very strong preferences about whether or not they would allow students to address them by first name. Some instructors only allow students to address them by their professional title (e.g., Dr. So-and-so) or standard formal address (e.g., Mr. or Mrs. So-and-so). My last name can be difficult to pronounce for some students, so on the first day of class I tell them that they may address me by my first name (though only a few of them ever do) or by some other combination address, like using Mr. before my first name (which some do). Many of my students will make an effort to learn and use the correct pronunciation of my last name. I tell them that I am okay with any of these forms of address and they should choose the one they are most comfortable with. I also add, with some humor, that any of these is better than just saying, "Hey." When I go through the class roll on the first day, I also ask students how they would like to be addressed -- by first name, last name, nickname, or some abbreviated form of their first name (e.g., Rich instead of Richard). Most of them are fine with first names, though some older students prefer that I use their last names. I suppose what I'm getting at here is the idea that names are SO important. But maybe the formality/informality of the address is less important than recognizing the unique individual attached to that name. I always know every name of every student before the first day of class is over and I address each one of them by that name, which sometimes elicits some nervous laughter from the students ("We won't be able to hide or escape from being called on in this class!") or even some applause from them ("I can't believe he already knows us!"). We all want to be recognized. And so much of our identity and self-image is attached to our name (just read Jhumpa Lahiri's The Namesake). Whether you're a student or an instructor, I think you just want some confirmation of that identity in the classroom. As always, I'm curious to hear from other instructors on this issue.

Measurement of learning is testing. The mode needs to be as fluid as the learners themselves.

I have found that evaluative tests are key. A regurtation of material does not prove learning!

The structure of the question is key based on learning style. Puzzles for logic learners, word puzzles for written learners, etc.

It should be plain that we need to learn our students rather than they learn material.

I think walking around while you lecture is good. It work for me because you make the students feel comfortable with you. Also, they free they have a better access to you.

Do you feel it is important to hand back tests and quizzes to let the students see their results and go over incorrect answers?

Broadly speaking most students have some form of learning disability. The main difference is just that for some it is more pronounced and therefore requires more attention.

Using Metaphors and Analogies is a great strategy,especially for students with limited vocabulary. by using illustrations of daily life the instructor can explain complex topics easily.

Monitoring students is a good strategy to employ to prevent undesirable behaviors. It also shows that the instructor cares enough for his or her students as individuals.

Application-based Instruction in which students themselves provide examples of their own experiences is an effective way to capture and maintain students' attention.

I prefer to use standardize test, as long as it covers the material I covered in my lectures. I actually take the standardize test prior to me giving it out so that I know the material on the test is something we covered in class. However, I prefer to not use T/F questions because it is either or and does not provide how much the students comprehended.

How do you evaluate a students progress beside testing them on the material discussed. How do you assess their knowledge of the material unless you include short answer questions, otherwise multiple choice is a process of elimination.

I begin to provide stories about specific topics when I see students are looking bored and drifting off. I start asking them questions about the topic at hand and request feedback.

I obtain my learning style and teaching style through trial and error while managing staff. I learned people are different and they have different skill sets. Students like employees learn at different styles, which means you have to address them by what is best for them to receive what you are teaching them.

Lecturing has been my style of instruction for maany years. These days I have been inondated with active learning, active learning and more active learning being talked about for all class room activity. Because of this module I have seen how I can still lecture but do it in a way that will be more receptive to my students.

how would you open up your lecture with adult leaners?

what is the legal copy rights to use other instructor materials?