I begin to provide stories about specific topics when I see students are looking bored and drifting off. I start asking them questions about the topic at hand and request feedback.

I obtain my learning style and teaching style through trial and error while managing staff. I learned people are different and they have different skill sets. Students like employees learn at different styles, which means you have to address them by what is best for them to receive what you are teaching them.

Lecturing has been my style of instruction for maany years. These days I have been inondated with active learning, active learning and more active learning being talked about for all class room activity. Because of this module I have seen how I can still lecture but do it in a way that will be more receptive to my students.

how would you open up your lecture with adult leaners?

what is the legal copy rights to use other instructor materials?

what are some other ways to greet adult learners?

how would you used it in alternative ways

by having aquestion and answer session at the end of the class i can see which student needs more instruction to keep up

It is best to meet with a counselor prior to starting any courses. This way you can get an idea if the course will best fit your overall career agenda

I learn best with visual information

This very important for us as instructor to asses your students all the time as sometimes you could think that the information was well received and processed by your students but you discover the opposite when you start asking questions related to what you just covered, so this is as important as teaching because it will reflect the amout of knowlege really recievedby your students. Thanks

I like to try the information i learn, and i took the content of this course to my class and it diffenetly helped me alot and i am telling you it is very helpful for the students because you know that different student have different way of recieving and processing the information, so i really thank you for this great course and i recommend everyone to take this course and practice it with his/her students and i am very sure that you will be surprised by the result. Thanks

I often times have a VERY hard time getting students to ask questions while lecturing. Kinda like pulling teeth sometimes. I wonder if anyone has any advice to help me get them to speak up.

I did spent couple of hours there but i think it is a very helpful course and it diffinetly worth it. as it showed me many ways to deliver my information in a smooth way. the next day i practiced some of the information i learned her and it did help me out. i strongly encourge everyone to take this course and most important to practice it. Good luck.

I did spent couple of hours there but i think it is a very helpful course and it diffinetly worth it. as it showed me many ways to deliver my information in a smooth way. the next day i practiced some of the information i learned her and it did help me out. i strongly encourge everyone to take this course and most important to practice it. Good luck.

Hello All, I always debate the idea of providing my students with an oral resume on the first day of class. I hesitate with this idea because I do not want to come off as being "know it all" Does anyone have any suggestions on how to give a brief introduction on my education/experience?

Hello my name is Lauren Lopez and I am a Mathematics Instructor at a Technical College, in Atlanta, Georgia. Over the last six years, I have realized that my students become more engaged in the classroom if the content is connected to real-world application. I believe retention is stronger if students can apply the content to their personal lives.

I have found that mixing up active learning strategies keeps students on their toes. I have one project where they start out as a group, then work individually, then incorporate the other students individual parts in their projects, then funnel it into all back into a group project. Which is how they will end up working in the industry. The skills and concepts that they need to learn are onion skinned (layered) into the project. I start with "Why am I doing this?". If I do not have an underlying "philosophy" for my course/lesson I'm starting on a weak foundation. I then pick a delivery method(s). Then at the end of it (the preparation process) I figure out how to measure the success of the endeavour.

AS AN INSTRUCTOR I FOUND THAT USING A STRUCTURED LESSON PLAN/ AND OR LECTURE NOTES WILL ENABLE ME TO REACH OUT TO EACH STUDENT LEARNING STYLES.

Hello, When planning out my lessons for a class I can often carry the same plan into my class each time I teach it. Often this works out just fine, but occasionally I run into a problem that can throw the plan off. Class size. Some classes can be much smaller than other and I find myself blazing through the material in half the time I normally would (less questions, better skilled students, etc...). While I try to have a contingency plan in place when this happens even that can fall short and I almost feel bad by 'assigning extra work' because they are a small class or if part of the class decided not to show up. Is there a good approach to handling this phase of planning without feeling like the students who did make it to class are not being punished? Thank you, Doug Hamilton