how does the new theories of mirror neurons and neuroplasticity play into class planning?

Active learning in the classroom is always a great tool. It allows students to engage themselves critically and analytically. Working all aspects of their brain. It also gives them the oportunity to utilize the various resources available to engage each other, the teacher, and to share in discovering useful information together.

My lectures appear to be more of a class discussion with students getting a chance to give their imput and help facilitate the discussions. Many times I do a mixture of lecture and activities. In most cases I will send my students out to lab as a gruop of three to troubleshoot a product and repair it with a time limit. Trying to simulate what it is like in the field. Then, we will meet back and discuss our experiences.

Very informative. I never thought about the different compentents of a syllabus and what effect it can have on both the instructor and student. Good information to have.

I have found that if my lectures are more of a class discussion students get to give their imput and help facilitate the discussions. Also many times I do a mixture of lecture and activities. I also try to do role playing as much as possible since customer interactions are usually simple to do with out field of study.

Is there a test that shows us what kind of learning style a students has?

I never really knew the numerous types of tests that could be used to evaluate the student's knowledge of the content. This was a great module and very helpful.

I actually have a visually-impaired student in my Massage Therapy Program. I made sure that I sat with her in the beginning to develop a action plan so that we could best serve her.She had already aquired all the electronic devices that she needed to be an active participant in the class. The only thing that we really have to do is make sure that the content is described in detail and read her test to her. It has been both challeging and rewarding at the same time. She keeps me motivated to be successful.

This was a hard topic for me. Each student has their own way of being tested on what they have learned during a class.

I have a better understanding on how to test my students understanding of the class content.

I have a student with Aspergers Syndrome. Very bright. Ways to engage and enhance learning?

Strategies to increase comprehension?

Any suggestions for learning exercises to further understanding of key concepts?

In My Lectures They are more of a class discussion students get to give their imput and help facilitate the discussions. Also many times I do a mixture of lecture and activities.

In all years of my teaching I tried to encourage my students even he or she had some points of weakness I tried to show them how to correctly approach the goal.

I saw the best effect of a well prepared syllabus through my forty year of my teaching experiences, it help the student in a timely manner how to be ready of ahead of time for all of his or her classes.

Once the students are coming in my clinical sites first I want to know their what topics they had in the past and how much strong they are in that area so I always give them a short test at the first meeting. It help me to follow what they need to complete their class topic or requirements.

In the clinical sitting when students taking their practical rotation in hospital I give different patients to different students according their academic level and discus the problems as diagnosis lab data and different approaches to diagnose and chose a correct treatment for them.

As an instructor, I'm professional obligated to do more of what works for my students, and less of what doesn't. I've found that many concepts in Algebra can be better understood using image analysis techniques (pattern recognition) and strategies. For example, I teach algebraic factoring by using a factoring strategy student handout. The factoring strategy sequence begins with greatest common factor patterns, followed by binomial patterns, trinomial patterns, factor by grouping patterns, and finally the quadratic equation pattern. The factoring strategy handout is used to identify a pattern, understand the associated factoring strategy, and understand the patterns relationship and difference from the other algebraic factoring patterns. The goal is for the students to have a "clear picture" of what they are looking at. Anybody interested in sharing similar practices, thoughts, ideas, or resources?

What do you use as a guideline to determine if an active learning lesson is needed and appropriate? Then what steps do you take to implement it and verify its benefit?