...I really liked wht Prof. Garvin said in his video. The first two weeks students really do feel like they Are the comments they make in class. This can be difficult. By reassuring and encouraging them, even when their answers may be half-truths, we are propping them up for success.

Retention through memory is very hard. I try and explain to students that memorizing answers just for the sake of "test" is invalid. Learn the material thoroughly before memorizing. Learn it to where you can explain your answers in your own words to where it makes sense. This way you are learning it for future use,and not just for the present test.

I think as far as learning goes, it is important to realize everyone is different. It is important to see that instructors need to do their part in accomodating in general.So be available for the students in case of any problems, but the teaching should be understandable to all.

I think the more interactive a class is, the more exciting it can be. It is important to realize that some of these students are physically, emotionally tired as they come to class. So instead of having a class with a lot of sensory interaction, i try to incorporate verbal interaction. This will enable students to voice their opinions and be interactive.

Using the experiences i get in the field, i try and incorporate it in the classroom. The more, a student can try and imagine "real life situations" the more they will be excited about learning

Two forms of assessment has been proven to be a useful assessment in the ability to help instructors determine their master evaluation plan. Summative and formative assessments, Summative test show how much knowledge a student has obtain in a course and a formative test is an evaluation used to inform the student of their progress. Both test, Summative and / or formative assessment test play a big part of the master evaluation plan an instructor develops.

In light of assessment test the Classroom Assessment Techniques (CAT's) can be helpful as to giving information on how well student are learning in the classroom and be quickly and easily given sometimes only requiring a few minutes for students to complete.

Some times its hard to get feedback from some students but, ask questions and encourage them. Listen carefully to what they are telling you, they want to be heard also. Respond to what the students are saying in a positive fashion by showing the student that their thoughts and voice is of valued in your lab or classroom. When you practice these skills the feedback in the class room should improve.

Encourage students to fill comfortable when responding to questions. Positive reinforcement through praise is always welcomed from a student.

A variety of testing is important I believe so as to call on a broad range of information in different formats. I find that this ensures that the student understands the material but doesn't feel overwhelmed if that particular form of testing is especially difficult. I'll often use a combination of things on a test just to provide some different aspects of learning.

I find covering such a vast subject in such a short amount of time is easier when the students test frequently. Short exams followed by a summative exams that serve as the midterm and final exam, each of them comprehensive and cumulative. This helps reiterate the information and the students are able to keep track of their progress as mentioned in the exercise.

In the classroom I, personally speaking as a student, have always preferred an open forum type of setting, where the teaching is more discussion based. I find this to be the most effective since it brings in the perspective of the peers as well as creates an interaction between the teacher and student. Needless to say, teaching a subject that relies so heavily on facts, I implement this same technique and it seems to work very well!

Teaching pharmacology has been challenging but also enjoyable. The exercise and tutorials make a lot of sense because I find myself using multiple styles in relaying a tremendous amount of information to the students in a very short amount of time. Between lectures, powerpoints, videos, doing hands on projects, and memorization of drugs and various mechanisms of actions on the body, I find that it not only keeps the information from becoming monotonous, but provides a lot of variety for the student and myself. More importantly though, when it comes time for the students to take their board exams, I've had a number of them come to me after finishing and comment on the different methods they use to recall the information to answer a specific question! I really enjoyed this exercise!

Some students seem to view their disability as a great shame or embarrassment. How do you get passed that to address the issues?

This course was extremely useful, possibly one of the best courses I have taken from Max Knowledge so far. Questions are a huge part of the classroom. This course taught me about the major categories or types of questions. Every time I ask a question in class I categorize the question in my mind, then analyze how the student answered the question. It turns out that what I learned form this module is right on. Asking questions in certain ways is very important for student success. As a teacher, knowing about the categories of questions is extremely important, so that questions can be asked with intelligence and with a particular goal in mind. Thank you.

What is the best way to organize my lecture notes so it doesn't seem like I'm reading too much? Other than memorizing the whole lecture.

Module 2 seems to be directly applicable to the subject of computer programming. I would say that it applies at two levels. First, you can use it to reinforce the initial presentation of a programming technique, such as a loop, by encouraging the students to offer examples of how a loop might be applied, and speculate as to what the code might look like (with the understanding at that point that it doesn't have to be perfect). During an exercise learning phase, the technique could come up again. Students working on exercises will make mistakes, and an instructor could look at those errors and use them as an opportunity to ask questions and engage the learner. Figuring out what's wrong with a program is a core component of learning how to program, and if the instructor simply supplies the answer then the student learns very little. But if the instructor asks questions, gives hints and suggestions, and leads the learner to the answer, then the student will be better able to apply the technique to another problem later on. Thus real learning has taken place.

Programming tests can include multiple choice, true/false, and similar questions to cover the basic techniques. But these would not be comprehensive because the student may have learned the syntax but not be able to apply the technique to a real problem. Programming tests need to include scenario type questions, which call for the student to apply techniques. In my experience these type questions should not be "all or nothing", but should be itemized, with individual scores indicated for each accomplishment.

I agree with many of the posters here in saying that CATs are valuable. I think the instructor has to be careful to ensure that the content matches the delivered material, first and foremost. I think CATs can be applied to subjects related to computer programming. One of the interesting implications here is actually in the environment itself. Most programming is taught in an integrated development environment (IDE) such as Visual Studio. Students come to rely upon aids built into these IDEs, which act like spelling checkers but which straighten out mistakes in your code. Having the student focus on their code in the unfamiliar environment of a CAT might ensure that the student has actually learned the correct syntax and methodology, and aren't just relying upon the IDE.

I think it's interesting to consider how this may be applied to the teaching of computer programming. There's very little that needs to be memorized, and most of the learning process revolves around applying techniques to a problem the student has never seen before. As such, the usual approaches of visual and auditory presentation, while briefly important in presenting the basic techniques, aren't really central to the learning process. It only takes five minutes to give a learner the basic syntax of a loop. But it will take hours of practice for most learners to figure out how to use them. This raises several questions in my mind: 1) Are presentation techniques still relevant in the teaching of computer programming? 2) Could there be some applicability specifically to the types of exercises presented and how they are assigned and approached by the students? 3) Could there be other factors involved besides audible, visual, or written word that apply specifically to the teaching of computer programming? Any thoughts are appreciated!