I also believe that learning styles adapt depending on the material that you are trying to learn. I learned math better by working a lot of problems, I learned German better through a lot of auditory work (immersion in the language), I learned how to fix lawn mowers by hands on work.

When I'm explaining a concept, I give example applications in my students' fields. When I add a story about a real person (often me) making mistakes, recovering, and/or succeeding, their ears prick up. Bringing theory to the practical aspects of their lives is certainly part of the magic, but part of the effectiveness is due to the change of pace in voice and body language

Facilitators are in the business of �changing lives� in a positive way. Many of the students are fragile and have forgone or previously dropped out of other curriculums. The tools of assessment should be utilized in constructive ways to guide the students to achieve their goals. The facilitators must communicate and develop a sense of trust and personalization that allows the student to excel.

As I attempt to learn more about my students academic abilities, I will often ask them to read a statement aloud to me in a secluded area so I can be sure they have adequate reading ability. Although I am a slow reader myself and often have to re-read passages to get it right, my comprehension and retention are excellent in the end. Is there any link between poor reading ability and hesitance to read aloud or are they separate issues?

I encourage *all* students to ask if they don't understand a word. I also share with the students that English isn't my first language (actually my 3rd). We've had students come from all over and sometimes I am able to explain a word or concept in their language (this works great for students where Spanish is their primary language as well as many of the students from Africa where Italian or French is part of their language). I also draw on my experience from the time I was the one learning English. We frequently have discussions about nursing and health care practices in other countries and this allows those students to teach the rest of the class as well as teach me something new!

At our culinary school we do several buffets and each time we elect a classroom sous chef to oversee the entire demographics of project. I allow the class to elect the sous chef and then i allow them to discuss and allocate jobs to each of the team members. The sous chef also creates a production sheet and makes sure that his or her team is on track with their specific task. Once the buffet is open each team member tells the others what they made and the method of preparation. I then appraise them both good and bad on the errors and faults of the exercise. Afterwards we get to enjoy the fruits of our labor.

In my Law & Ethics class I have found great use in putting class into small groups to discuss various ethical issues and bioethical issues that they will face in todays medical environment. I found that they are more open with each other to discuss sometimes emotional topics. They are learning from each other and more importantly they are receiving different points of view - and finding out quickly that not all people will agree with them. So, introducing those opposing views prior to entering the workplace I feel like will be an advatage.

Teachers should be provided with additional training for students with Learning Disorders.

I find it difficult to incorporate creative ways of using different learning styles in accounting courses. The auditory learners do well with my lectures and the written word learners can read the text prior to attending class. Sometimes it is difficult to give a wide variety to the visual learners but I always demonstrate problem examples on the board. The tactile learners get to practice problems on their own in class to actually practice and work through what they are learning. Does anyone have other ideas to incorporate more variety for the learning styles?

Depending on the subject matter groups are not always the best method of Instruction. Ron I teach typing.

I have taught at a College, Academy and Technology school. I noticed that the majority of students do not read the materials before class. At a Technology school one students said that is your job. Am I the only one that has this problem? I once had a Dean tell me to give students a pop quiz and they will start reading the chapters, you should have seen my student reviews for that class. Ron

Online messaging systems are a great way to deliver a process for discussion and reflection on terms.

I teach office application courses and I can tell very quickly those students that are tactile learners compared to a auditory person. I make sure I lecture about each tutorial as well as demonstrate how the objectives are completed using the software. Of course, not all enjoy the lecture and will just continue doing hands-on.

What are some questioning techniques you have used that were successful in getting students to participate in class discussions? I tend to have some easily answerable questions for the students at first. Then I like to have them build off those questions. It is ahrder though in an online setting because you have one standard question and students tend to answer that question, but not dig any deeper. That is when I ask them a further clarification or further knowledge question based on their initial post.

What do you think are the most successful assessments?

Ask them, don't tell them.

I have been reviewing more in class lately and although it is a less active environment forme, my students seem to really beneifit from it.

I don't test well, is usually an excuse for I didn't study. If a student tells me they don�t test well, I advise them to come in for tutoring. If they don't want to come for tutoring, the question is answered. When they do come in for help, we sit down and try to figure out what I can do, what they can do, or if we need outside help to build skills.

Classes really do take on their own personality. It's amazing how one activity will work with one group of students and the next group just sits there. What I try to do in that situation, however, is to keep asking questions and, eventually, someone will start answering. It seems like a lot of the time it simply takes one student to get things rolling. Once the ice is broken, I find that other students will respond more

By understanding the different learning styles, we can adjust the delivery of information to touch on all aspects of learning. We all have our favorite learning style, however we all learn something from each of the styles, therefore we, as instructors, need to be careful not to focus on only one style and explain to our students that they do learn from all styles, not only their 'favorite'.