Hello my name is Lauren Lopez and I am a Mathematics Instructor at a Technical College, in Atlanta, Georgia. Over the last six years, I have realized that my students become more engaged in the classroom if the content is connected to real-world application. I believe retention is stronger if students can apply the content to their personal lives.

I have found that mixing up active learning strategies keeps students on their toes. I have one project where they start out as a group, then work individually, then incorporate the other students individual parts in their projects, then funnel it into all back into a group project. Which is how they will end up working in the industry. The skills and concepts that they need to learn are onion skinned (layered) into the project. I start with "Why am I doing this?". If I do not have an underlying "philosophy" for my course/lesson I'm starting on a weak foundation. I then pick a delivery method(s). Then at the end of it (the preparation process) I figure out how to measure the success of the endeavour.

AS AN INSTRUCTOR I FOUND THAT USING A STRUCTURED LESSON PLAN/ AND OR LECTURE NOTES WILL ENABLE ME TO REACH OUT TO EACH STUDENT LEARNING STYLES.

Hello, When planning out my lessons for a class I can often carry the same plan into my class each time I teach it. Often this works out just fine, but occasionally I run into a problem that can throw the plan off. Class size. Some classes can be much smaller than other and I find myself blazing through the material in half the time I normally would (less questions, better skilled students, etc...). While I try to have a contingency plan in place when this happens even that can fall short and I almost feel bad by 'assigning extra work' because they are a small class or if part of the class decided not to show up. Is there a good approach to handling this phase of planning without feeling like the students who did make it to class are not being punished? Thank you, Doug Hamilton

It is clear that the behavior and attitude of the istructor will influence student learning. It is also clear that in an accelerated program there is little time to spend on backpaddling if these things get in the way of learning. This means that to have self awareness prior to teaching is beneficial for a successful learning session.

to determin the test i would use on my students, i would have to watch how well they learn. if theyseem as if they are not fast learners than i wouldn't give a multiple choice test. i would review before test and every now and then give them a answer the blank test to make them think and they would just know things by momery but they would have knowledge of it.

i think that multiple choice testing is good for a teacher with alot of students but it also is not good for the students because they want keep information they learned in thier mind they will just know things by recalling what they see.

using hands on techniques allow me as an istructor to teach things clearly in a way that my students can understand it.

using hands on techniques help me to give my students an clear understanding of how to to certain procedures.

As a nurse, we are introduced to the idea of mentors from the very beginning. We many not necessarily want to be mentored by the person assigned to us, but it gives us a starting point. As an instructor, I feel this would be a good option as well. Having someone to seek for guidance would be great.

what tool can be used to assess a students skills and where they need continuing help?

How do you get you students involved?

Most of the classes I teach have a hands on component. Most of the time is active learning in Film and television classes and since the majority are adult students I try to keep lecturing in front of a class to a minimum so I do not get the bobbing heads. (sleeping student) Shana Lawton Adjunct Faculty

Too often I've sat through boring lecture presentations. I believe that the teacher must find creative ways to present their information. Be really different and almost shocking without going overboard. If you're a history teacher, you may want to dress up in the time period you are discussing. Make up songs to bring your points across. I knew one kindergarten teacher that would have the class prepare a musical play for the entire term and preform it for the parents. They were enacting out the Civil War. Use props and be creative and most importantly, show your passion for what you do.

I am a teacher in an alternative school wherein lots of my Biology students are technically adults. This is why I was drawn to this course. At the same time, I am an instructor of adults at a local career college. My highschoolers and certificate seekers have a lot in common. Many are of age, but have not developed the learning skills that would be expected of them at their particular stages of life. I have found that keeping the learning environment active gives them ownership of their educations. They are required to make frequent, small impromptu presentations. They are given materials to manipulate, writing assignments, and illustrations to do. These things challenge them and make the information really stick. They become the teacher in smatterings. I absolutely love having an active learning environment. I really had no idea that what I was doing was any different until a gentleman from the Pearson company sat in on one of my classes and was blown away by the activities and management I was employing. I am actually a trained lab scientist turned chiropractor who is a teacher at heart. Lots of the technical jargon is lost on me. I learn my audience and play to my audience. If they are bored, so am I. Activities brighten up any learning day and I am very excited to use what I have learned here to sharpen my activating skills.

Hello, I often find myself teaching computer related classes that are designed to teach students basic computer skills (email, Microsoft Office, etc...). One of the areas I often struggle with is how much time should I lecture compared to how much time should I have them doing 'hands on' activities. I remember when I was a student that I was quicker to learn by pushing buttons and messing something up over having an instructor lecture for lengthy periods. In a 4 hour class, what Is a good way to balance lecture time with lab time? Thank you.

I teach a laboratory class, and for at least part of every class, I am involved in an activity in one part of the lab and cannot leave, sometimes for as long as two hours. During this period, I always have part of the class participating in the activity, but the nature of the activity prevents me from allowing everyone to participate equally. Any tips on how to keep the rest of the class busy? I can give them things to do, read, study, etc. but I guess in the end it comes down to me motivating them to be productive during this down time.

Disruptive behavior disrupts my class. Should I ask them to not to sit together? These are adults (supposingly) There are people who are serious about their education.

I really agree with the statement that we can be a friend to our students but we should not become pals. I was tought this by my previous college instructor.

Out of all the Disabilities that are out there, can you ellaborate on what you believe is the most complex our difficult to understand?