I plays a very important role in my healthcare field. If a student cannot master a competency then they have to really focus on mastering these skills. People lives are in the balance.

I have students work each control, Then they help the next person, then they watch the next person help the next person up in case he makes a mistake Ect. That also breaks down barriers in attitude because it gives them a value, And ofcourse Psycomotor is adressed because their manipulating the control. I can asses them accordingly.

As an instructor for special fx makeup i mainly use the competency based method, i am able to assess students competency by visual assessment of the makeup applications they have been trained to apply and the assesment of the students knowledge of the materials used. Before application each student is given hand-outs that include materials used, application instruction and illustrations followed by a live demonstration of the makeup application. Each student then practices the technique on models. A 10 question written test is then given to help reinforce the techniques and materials used. At the end of each week a practical makeup application test is given. At this point i am able to determine if the student has the competency required in the field or if they need to work on their technique and skill level to enter the feild of professional makeup artisty. Art may be viewed as a feild where beauty is in the eye of the beholder however an artist must have knowledge of materials used and the steps of application to acheive a comprehensive makeup acceptable to be "shot" or "camera ready".

The strategies that I have used is when I am doing hands on in the lab. I will lecture very little, demo. I then have the students help me do it again and direct me in my steps(walk me thru it). I also have them do each step with me as I am doing it. As I am doing this I give examples of different situations when this would be done and try to give the different terminology that is used for it.

One of my classes is very short (eight sessions), so I don't have a lot of time to do long introductions. When teaching Game Audio, I ask each student three things: 1) Their name 2) Their interest in the subject 3) Their favorite game The second is not nearly as useful to me as the the third. I found early on that if I only asked them their name and their favorite game, some would attempt to impress me with a critically-acclaimed game, which doesn't tell me as much about them as what they really enjoy in their spare time. The hope from this is that I receive a window into their motivation and how they view the subject in general. With the second question in place, they get the "impress the teacher" out of the way there, allowing for a more casual answer for the third question. Admittedly, this is something I have learned from practice, but are there further ways I can improve this?

I've created one course from scratch, and had another shortened by two weeks due to snow closings recently. In both cases, what I believed was going to work up front was not working, either due to poor planning and inexperience on my part or due to external factors beyond my control. Are there any general rules of thumb for handling such adjustments? Thanks much, Rob

Very interesting and helpful topics in this module.

I feel with all the work we do as instrucktors these courses are overwhelming at times.

Any suggestions of compiling your own mock textbook for courses?

I often experience my college level students saying things like, "We aren't in H.S. anymore! Why are we in groups?" This sentiment, I believe, is expressed for a few reasons. One of which can be, meaningless tasks in H.S. level for groups can create a negative association with groups causing it to be unsuccessful.

What strategies have you used to accommodate different learning styles in a lab environment?

How do you determine if your students have acquired the competencies required in the field for which they are training?

How can you use the three domains of Bloom's Taxonomy to assess the learning progress of your students?

What is the value of using competencies as the foundation of your instructional planning and teaching?

Describe a formative and a summative assessment you use in your lab or shop environment.

How have you employed Active Learning in your learning environment?

Any suggestions on a confrontational student who constantly questions you and rudely claims that they as the student are right, and you as the instructor are wrong?

Since students have different styles of learning, which include Written Word, Auditory, Visualization and Tactile, instructors must ensure that they are delivering the method that enables learning to occur for the students. With this in mind, instructors should try to deliver as many styles as possible to address each different learning style.

When meeting the class for the first time, I like to distribute note cards. On the front, I ask the students to provide general information about themselves: Name, Program of Study, Address, 2 Valid Phone Numbers and Alternative Contact Information. On the other side of the card, I ask the students to write down their expectations from the class. Afterwards, I collect the cards randomly and call out each student to allow him or her an opportunity to introduce himself or herself. I ask them to answer the following questions: Why are you here? Which degree are you pursuing? What do you plan on doing with your education? Who or what motivates you? Finally, I introduce myself in the same way. This has proven to be a great icebreaker.

I find that from day one you should lay down the ground rules so everyone is on the same page What is expected from student and what they can expect from me no gum no excessive make up or jewlery no excessive peircings etc