I enjoyed this lesson. It was very informative!

This section definately gives instruction on how to evaluate your students progress and assess the level of compitence they have regarding retaining what is learned as well as the understansding of the content through testing and application

This actually really helped me define what you want to base your lectures on and how to approach the lecture situation in a whole

Does the attitude and quality of the students which you are teaching form you into the instructor you are today?

It is diffcult to verify the legitimacy of their reasons or excuses without the benefit of body language and tone of voice.  Online documentation can be forged easily.  It is time consuming the verify the documents if the student is from another state or another country,

Can  you really rely on students to evaluate their own and other students participation.  I have seen non-contributing students take credit for stuff they did not do and group leaders willing to share credit where it has not been earned.

How do you reward your students or give them praise

I would like to know how best to engage students who are struggling early in the course content.

How can we encourage learning?

How can someone be the best at this technique?

Generating class discussion can be important for many reasons. I helps get them engauged with the lesson, keeps them focused, and

the instructor can learn what the are interested in.  That information can be useful for guiding the lesson to keep students interest.

I would absolutely LOVE to teach in a "flipped classroom' forum. I devoured this topic and read whatever I can outside Maxknowledge on the subject.  I teach science subjects in a Dental Hygiene College where the students are required to pass written boards at the end of the program.  I am interested in ways to initiate less in-class lecture however these students need to know factual information in order to pass boards. How would one test on a major amount of factual knowledge?   Also, I have noticed that some students are intimidated to actively join in the group and the same 'outgoing' students wind up with most of the input for the in-class project. 

What is one example of learning instructional delivery "the hard way"? A "lesson learned" that you might want to share?

Carey

i learned a lot from this discussion, it opened my eyes on differnt types such as open, closed  and more questions.

why we should offer poorer student less time?

would past students make good guest speakers?

I have recently have been in front of a very stressed group. Listening to the group and try methods to calm everyone down, learning from this course: out line what they will cover that day, on the white board.

We all want to be fair in allowing opportunities for learning, but should we give all students the same opportunity to revise their work based on the decision to help a few?  It is usually a small percentage who fall into this category of needing this type of help.  Is it fair to those students who worked hard to get their grade only for the instructor to be seen as showing favoritism for a select few to make up work?

How motivating instructors demonstrates empathy?