Mini lecture broken up with other forms of learning. Video, games, acting something out, leadship skill groups, all seem to keep everyone awake, active, and learning.

Do an internet search for icebreakers, I use many and it helps student bond, relax, and get to know eachother.

With a quiet group I prefer to have them write a question and then I redistibute the questions to the class and have each student read that question recieved.

I try to cover all learning styles when possible. Lecture, Powerpoint, hands on, audio.

I use pretty much every topic that is available for testing. I like the variety and it gives the students more variation in their test taking skills.

My exams are both hands on and written. I feel the more hands on they get, the better they will remember. I also use powerpoint pictures and procedures that they have to identify. I feel that this is a good tool in helping all of the learning abilities!

I have had a few students that never are involved in class discussions. I finally decided to do a "whole class" question/answer role play. I am the client and my students are the technicians asking questions. I go around the room and everyone of the students has to come up with a question relating to the topic...I try and include real life senerio situations they can relate to. It seems to get the students who have been really quiet a better understanding of what the real world will be like and if they don't communicate with their classmates and instructors in college, they will struggle at a clinic!! I make that a HUGE point!

Susan During my Radiation Safety course, I had to teach basic atomic physics on about a tenth grade level ~ I found that by taking my lessons into the Star Trek realm, the students were able to consider theories outside their understanding of logic without fear of reprisal. This lead to some very interesting discussions ~ and good understanding of those pesky theories.

With my classes I try and include different types of learning styles. I seem to have the most luck with mock scenarios for teh CJ programs. We have many trials in class and relate the topic to current events and past sensational cases. Works well...the only complaint I get is that time goes too quickly.

Since I teach online, I typically use the multiple choice format since I can take items from the book, PowerPooints and videos. Then I can apply them to the test. I also throw in some short essay questions as well to see how they explain processes.

With the classes I teach, I try and include all different types of learning styles. We do hands on, power points and also reading assignments. For the most part, I feel that it works well!!

Making a good first impression

It is interesting to stand back and watch students work after groups are chosen and assignments given. Often the group dynamics between them is entertaining as they have fun while they learn.

I enjoy moving around the room. However, I find that classroom equipment is becoming more difficult to dodge. I also have learned about new computer write boards. Any suggestions?

I can only presume that most educators would agree how important it is to improve student writing. So then, I would like to provoke educator interest in methods or systems that assess a domain that actually falls in nontraditional or nonformulated test-taking context.

The first impression is the most important day here the students will make many assumptions about you

So, what are the best test construction methods (i.e. a mixture of multiple choice, true false and essay, or majoring on one area)? Also, is there a preferred order? (i.e. T/F first??)

I have a student who admits she only reads at a third grade level. I am having a hard time keeping her motivated. I've tried working with her individually to help her with the material as she reads it and I've offered some local resources to help with overall reading ability. She doesn't appear to want any help other than finding someone to read the assignments to her. Does anyone have any suggestions?

Completion tests were mentioned as being objective; wouldn't they be subjective instead? If not, how are completion tests objective?

My students seem to lack good test taking skills.