Learning groups are a good way to ensure that all the students are able to be involved. Groups should be 6 to 8 learners.

They are many different learners. Every student brings Ability, Previous Experience, and Motivation to the class room.

Ask the students if there has been particular teaching methods that have been helpful to them. Then apply what they told you to your lectures.

Many students request to take home their midterm exams in order to study for their final exam. I have declined so far but have gone over the tests in class as a review. I put a great deal of time and effort into test-writing and may want to use the same or similar questions over in the future. When I was a student I did get to keep all of my exams. What do other instructors do?

I have created a few grading rubrics for student projects, such as papers and power point presentations. Letting students know ahead of time what the grading criteria are helps them to prepare. However, then students expect it every time and I feel it limits my grading ability (because I missed something on the rubric) It is an attempt to be an objective grader instead of subjective grader. However, is it necessary every time? What are your recommendations? The topic was mentioned in this learning seminar and I found it helpful. Thank you.

student learning groups are helpful because it gives them a chance to have a voice and not be intimidated by someone of authority.

communication skills are extremely important because it can cause barriers between student and teacher.

occupy time depending on the diversity of the subjct being taught

learning disabilities vary depending on what type of disability it is. students need to feel as thought they have the ability to learn and stay focused

One of the techniques that I have used in the past to engage the shy student is to ask them questions that or more opinion based. I will first ask a student that is very opinionated a question and then ask the shy student what they thought about the answer from the other student. Usually what ends up happening is they will say something that I can pull out of their answer to ask them to expand a little more on.

When meeting a class for the first time it is essential that we "exchange" contact information. This is very important to keep track of my students and keep them abreast of their progress throughout the class.

When teaching there are a variety of programs in my classes. I am a coder so I often try to read happenings in other divisions of health care to keep the subject matter relevant to all the students no matter their major.

More and more I have students who would like a lay out of their exact assignments weeks in advance. Some want to plan vacations others just don't like to wait to the last minute. Is this effective when trying to keep the student engaged in the learning process?

More and more I encounter students with field experience. How can we get them credit to test out of a particular class before enrolling; only to find out they really don't need the class?

As with all things, I attempt to utilize all of my resources. On occasion, the problem I have is knowing what questions to ask or where to find the answers. Being new to this field, how do I know the answers are the right ones for me? Learning through trial and error would probably be the learning style for me.

I've started to let my student collaborate on essay exams. And use their smartphones. They have to cite the webpages they use, and they have a specific time limit on the exam. They're also allowed to ask each other for what I call "memory joggers," meaning that they can check with their peers to make sure that they're on the right track. The resulting papers are quite good, and I have yet to have anyone abuse it. In fact, most are reluctant to do something that seems to go against everything they were taught from K-12. For it to work, though, the essay questions need to be on a high enough level, and ask for a large degree of analysis, that the students can't turn to Wikipedia and copy. Does anyone else do this?

It is said that most people like to talk about themselves. I will try to capitalize on that observation. I'd like to ask questions pertaining to why s/he chose this career path and why this particular course. Another question I'd like to ask is what s/he expects to get out of this class or course. These questions will give the student an opportunity to express why they are here and what they expect to achieve from this course. In addition, it will give me insight on the student.

I teach the blood flow of the heart to my students using this method. They must have it memorized to do well in this module. I have them group the first process of pulmonary circulation and then the systemic circulation. Since I have taught this method I have had a higher success rate with students memorizing and being able to re cite the blood flow.

I teach medical assisting and I had my students create a learning presentation. I had this broke up in groups of 3. One of the groups created Respiratory Clue. It was an GREAT way to get the entire class involved. The diseases were the weapons. It was very creative and the rest of the class responded well. I have used it since then with other classes.

i like the CAT testing format. i will try to utilize this testing in my next term