My course is planned based on my syllabus and what I think is the best order for students to learn. I think about what are all the learning objectives of the course and then determine what we need to learn first, second, third, etc. I feel that we section builds on another and that you need to learn certain skills and knowledge in order to apply that knowledge to future topics.

I think that adding your own real life work experiences are essential when teaching others. It helps students see what they are learning in the classroom really pretains to the work field and what they are learning is very important in the field and how it is is implied.

I really think that this is a helpful method when engaging the students in a lecture and looking for feedback from a question. Instead of just forging on, allowing a small pause for someone to respond is not only important, but can yield good results if the students are into it.

As part of the materials delivered to students, instructors should break up course materials into separate components and hand each out along with an explanation of the material. Combining all handouts into a single "block" may be more efficient but does not facilitate students' understanding of the material.

Adult learners generally have significantly different motives from traditional students. They are typically much more career focused and want to learn practical, application-based skills instead of theory and general information. They also do not suffer fools gladly--their instructor needs to know what they are doing or they can expect to hear about it. Finally, adult learners want to know how to apply what they have learned to the real world. It is particularly helpful to have instructors who have actual real-world experience and degrees in professional fields. Educators who have not worked outside the classroom often have difficulty reaching adult learners who expect real-world application.

I found this first module very helpful. If the intructor can help probelm students focus on their strong points it will redirect their energies back into the class.

Add olfactory to that list!

I found lecturing in short blocks of time very interesting and think it will be very benificial to apply to my class time. Has this worked for anyone?

I am always excited and nervous the first day. But so far I love my students, and they seem to relax me when we start talking about what they know and what I know.

Does anyone else feel unprepared no matter how much time and effort you put into preparing for the first day? How do you handle it?

Our new seedlings have sprouted and now will take on the challenges and wonders of our field. Beware!

Through our messages comes the fruit. Some of it is not so pretty, however as long as it holds up then we are part of it!

Life is full of options. We can choose the path that intrigues us the most. With good questions comes much wisdom.

With diversity, comes the challenge of teaching. Understanding the students preference greatly helps the instructor to best send the message.

When I teach a class I use the multi pronged approach to learning. Being a chef instructor there are many dishes / techniques of cooking that need to be taught,for this I take it as follows : 1. I talk about what we will be doing tomorrow, this is done at the end of a class, and tell the students to read up for the next day. 2. The student reads about it as his home work. 3. The next day I talk about the dish as a theory lecture and discuss the dish in detail. 4. I do a demo of the dish while talking about the methodology and covering points that were discussed. 5. The students now make the dish keeping in mind, the procedure discussed and what was demonstrated. 6. I critique the dish made ( Individually ) and at the end of the class we do a general discussion on the challenges in making the dish and what could have been done better by the students to make the dish better. 7. The next day before class we discuss what we made yesterday. By this approach I cover all styles of learning and the students do wonderfully well, enjoy the cooking class which can be challenging but is a class they look forward to !!!!

HOW DO WE DECIDE WHICH TEST BEST FOR THE CLASS OR COURSE. WE DO MULIT CHOICE AND FILL IN THE BLANKS. 25 QUESTIONS AND I STILL HAVE STUDENTS T FAIL. THEY ARE EITHER HAVE A DIFFICULT TIME WITH EXAMS AND GET THEMSELVES WORKED . DON'T STUDY, DON'T CARE...I GIVE A REVIEW.

I FIND THAT AT THE END OF EACH DAY I HAVE THE CLASS GATHER AROUND THE MAIN CHEFS TABLE. I SUMERIZE THE DAYS TOPICS AND PRODUCTS. ITS TIME FOR QUESTION AND ANSWER FROM STUDENTS. THEY CAN ALL RELATE AND I CLARIFY. RECAP!

WHEN YOU QUESTION A STUDENT ABOUT THE SUBJECT, MAKE SURE THAT IT IS CLEAR.

CAN STUDENTS ADAPT TO LEARNING ANY SUBJECT IN AN UNCOMFORTABLE ENVIRONMENT? WILL IT AFFECT THEIR EMOTION WELL BEING?

I teach one class that is excelerated and covers a massive amount of material in 3 short weeks. Each chapter in this book has up to 50 definitions as well as a history of regions. I short answer type questions regarding the history portion of the information, followed by filling in the definition pulling from a bank of answers. The test is not as easy as it appears, but is quite effective in covering so much material in so little time.