As a professional educator for the past 12 years, I have absolutely noticed that students have their "preferred" learning styles. I must segue for a moment though, and say that I am VERY glad that the popular "personality tests" for the late 80's and early 90's are not used so much anymore. I always hated the idea that people actually thought you could clasify someone's personality as things like a color (I'm supposedly a Green by the way...) and other methods like that. People are a conglomeration of personality traits that are dominant at different times and therefore cannot be simply classified into a category. Anyway... enough of my rant!!! Back to learning styles. I have found something very interesting in my experience, however. I have noticed that when you challenge a student, or push them to learn using one of the styles they are not necessarily attuned to, the student can actually gain a better, and even more thorough understanding of the material. For instance: Given a student with a dominant Auditory learning style, I will challenge the student to use a more kinesthetic approach to the materials. If they can open their minds to this possibility, they will actually have a better understanding that say a straight kinesthetic learner who is using only that style. It is when styles are pushed (not just combined) that they are most effective. I understand that all students are capable of using each of the four primary styles. But it has always been my experience that students will try with all their energy to stick to the one style they feel works the best for them. I say, Take them out of their comfort zone!! force them to use the other three! the overall impact on their learning is a dramatic improvement not only in numeric grades, but in long term comprehension as well. Thank you. Stephen Campbell

I find it difficult to stay on point when lecture is long winded due to irrelavent questions outside of the discussed topic. students seem to have a way of sidetracking the lecture material when they become bored. more breaks between subject matter and or hands on examples for better representation of the subject appear to correct this situation and after the break or presentation change the class appear to be more focused?.

I have a tight schedule in the Culianry Arts lab course I teach. I make it a point at the beginning of every class to inform the students of the specific time-line expected for the day and call out reminders regularly. It creates a sense of urgency and also creates specific short term, measurable goals. At close of day, we discuss the successes and challenges, and I remind them there is always time to improve both speed and accuracy... and usually they do, almost without exception.

Do you use Skill Application Testing during your course? For either a yes or no answer, please explain why.

What Classroom Assessment Techniques (CATS) do you use on a regular basis in your classroom? What CATS are you currently developing or have recently developed?

For each two hours of lecture that you facilitate, roughly how long do you use a questioning method with your students? How many of the 6 different levels of questioning do you use during that time?

I constantly hear from students that they remember material when it is “entertaining” or real life examples are share by me or their fellow students with in the class. Use it is works!

It’s amazing when I see an instructor come into class just minutes before it starts – the students see it – they see the harried – not together instructor about to present to them. These are usually the ones that discuss issues with class room decorum and respect form students.

Describe a time when you facilitated a class using all the learning styles to help students learn the required materials.

lecture vs demos

The planning and preparation before the first day should not be modified after you had class for a few days depending on how the new class responds?

Learning something personal about each student give the instructor a connection and show the student you care. How much information is enough information?

Sometimes lectures take too long and they don't leave enough time for demos, when is a lecture too long? What's more important, lecture or demos?

Ase style testing for our students provides the best result , it tests their knowledge and alows them to master their subject and focus on their knowledge gaps.

The class I teach (Culinary Arts- Restaurant) is the final class taken at the school prior to the students graduation. Occasionally, the "honeymoon" is past and the realities of school/life are taking their toll. What are some tips to keep the few "groaners" from creating a climate of negativity for the others, and some thoughts on re-igniting enthusiasm in the groaner?

I have seen some syllabi that are nearly 20 pages. What do you think? Is that too long? How about 3 pages?

I am not sure if this has been discussed recently but it has always fascinated me, the different viewpoints I have read on this subject. I think there is a good argument for both but I tend to lean more towards the 'knowledgeable peer' approach in my classroom. While a role model is definitely an important position that must be present in most environments, when dealing with adult learners, I have noticed that many seem to respond more comfortably and respectfully when they feel they are dealing with someone that does not take themselves too seriously in their role as the 'role model' and simply is viewed as their peer with the knowledge they seek to gain by the end of the course. I do believe the knowledgeable peer role does require some 'role model' like responsibilities and should take those steps when needed. However, when employing the role of 'knowledgeable peer' in my classroom in certain situations, it has actually reduced the need for me to be the one who has to rectify negative situations (as they become less and less) and the students appear to be more comfortable with me, fearing me less and consider me less of a superior. Thoughts? Dr. Amy Laptad

I always present material in roughly 15 minute sections, and I try to vary the physical requirements of each subsequent activity. For example, if I do a mini-lecture in which the class is stationary (and listening, knock on wood), then the next activity will require them to move around. This could mean a group activity or case study (in a group), etc. That can be followed by student or group presentations (in which one person presents while the rest listen and respond), etc.

Hi everyone, I find discussing learning styles absolutely intriguing. I occassionally teach in a face-to-face physical therapy program. These learners expect activity and action in the classroom. As a whole, these are tactile learners. Many of the classes are actually held in lab settings. However, I teach health policy. It is one class where this group must be seated for some of the time. For this advanced group of learners, I use active case study discussions and challenge small groups to integrate new information, etc from their own research. Cheryl

During my first classes, I give the students an autobiography assignment. They have five minutes to cover the generalities of their lives. After this, they give their autobiographies to another student, and the assignment changes into a biography assignment. The students are to use two sources in order to write a biography about their peer: the first source is their peer, and the second source is their peer's autobiography. They are given 20 minutes to chat (interview) and get to know each other (and take notes), and another 15 to write their biographies. I then allow them to take the biographies home with them to revise them. Because I teach composition, this assignment models a few things: 1. that I value the writing process. Research, compile notes, draft, revise, etc. 2. by giving them ample time to get know each other, they know that I value relationships and that I put a premium on their getting to know each other. We will work together in my class. 3. it also lets them know that everything we do in the class will be geared toward the subject matter and will hold some lesson worth learning. They also have fun with the assignment, which sets a great precedent!