does anyone notice that several students tend to leave the fill in the blank questions blank?

how can these techniques be used for online classes?

Has anyone found that lecturing tends to be the least effective method of instruction?

How to best teach a student with ADHD? There are several students with this disorder attending institutions of higher learning.

I often tell stories of personal experiences of my work history to emphasize a learning point. I find this seems to work well to strengthen the point I am trying to get across

I find that a good way to motivate students during lectures is to ask questions. If you ask students if something is right or wrong, you wil get a response and, usually, discussion. But the instuctor must control the discussion si that opinoins don't move too far away from the the lecture main points. And sometimes a dominatant student may be just plain wrong. How do you liven up a lecture?

I believe the daily lesson plan is critical. Even if all that you have planned is not accomplished, you know to move that segment to the next class. The lesson plan helps to include a variety of learning experiences rather than just lecturing for the entire class period.

I would like to discuss better ways to assess students that are taking online classes.

I am teaching a review course for national boards. How do i teach students to study for this. I have used study book guides & CD's, but quickly loose the students interest. any suggestions on methods for this course.

What is the best way to get students to answer questions asked during the lecture and not get just a dead silence?

I think it is important to design tests that reflect the material that you covered in class. I also think it is imporant to design tests that use a combination of formats: multiple choice (I affectionately call this format multiple guess), true and false (aka fifty-fifty), and others. In all seriousness, instructors need to be aware of the principles of test design. In addition, I believe that instructors should do item analysis once students take the test; this will show whether or not there were testing issues that compromised the validity and reliability of test questions.

I cannot wait to try some of the CAT strategies introduced in this module and on the website provided in the module. I have used some of the techniques like the minute paper, but I have deviated from incorporating CAT into my classroom. I am thankful this module provided the CAT information. CAT is yet another means of keeping students actively involved in the classroom.

One technique that I use to encourage students to answer questions is the Think - Pair - Share strategy. I will ask a well formulated questions related to the "Learning Objectives for Today" (also known as the LOFT); the LOFT is always posted on the board and given to students in hard copy. After asking the question, I give students 30 seconds to 1 minute to jot down their thoughts and ideas. Then, I instruct students to tell the person sitting next to them what they think, and I allow 30 seconds to 1 minute. After a minute, I then call the students' attention back to me. There will be a noisy buzz while students exchange views, but the result when you ask for their opinions is worth it. Students have already shared their answers, so they are more comfortable sharing answers with the group.

Often, I will receive notice from the office for instructional needs about students with disabilities. I give them more time on tests. I present information in smaller segments to these students. I offer tutoring support in our Resource Center.

The firstday of class I have each student introduce themselves by stating where they are from and what they majoring in. You learn a lot about your students through observation and attentive listening. I take the time to give some extra attention to students whose first language is not English. I also try to assist slow learners with short exercises.

I find putting students in groups helps them to learn and digest new ideas. I use a random process by having them number off. I monitor all the groups by periodically moving from group to group. If you give each student a specific task, they are more likely to work well as a team. Any other ideas for having successful groups?

I like to let the light in the room, by opening all the shades. I come prepared to class with handouts. I walk around the classroom. I try to ask all students questions. I use gestures and voice tone to reinforce key points. I recap major points at the end of a lecture.

I enjoy doin mini lectures. I find that when teaching adults, they seem to like a lot of examples and life experiences.

What type of games will motivate student learning?

Dear Dr. Meers, I teach a five hour class, five days a week (12:00 to 17:00). The students get a ten minute break every 50 min and one 30 minute break. I think it takes too long for the students to get back in focus after their breaks. I notice some of them fading off later in the day. One thing I have learned is to not shut off all the lights during a PowerPoint; this is when they really fall off. I need to grab their attention more effectively! I feel that I am enthusiastic. More student interaction will probably help. Two weeks ago, I announced the day before a quiz that the quiz will be a credit / no credit situation, involving standing in front of the class for three minutes or less to describe a disease process. Half of the class was a no show. On Monday I am going to ask if not wanting to get in front of the class is the reason for their absence. Do you have any other suggestions? Thank you, Keith