We are role models to out studets

This module appears to go on the assumption that a written test will follow one type (T/F, M/C, etc) only, per test. My experience has been that an assortment of question types on the same exam - with the point values clearly marked - can be very useful in assessment. In other words, levelling the bar between different types of learners (module 1) and different strengths of mastery of material that the differently styled questions draw upon.

If someone is has a tactile learning style, can you help to develop another type of learning stykle? Can you develop all 3?

How does going over how seriously you take the course motivate a student? Shouldn't that be a given?

How much time should you put into, say a six week, with 100 credit hrs. Is ther any knid of equation? Like you need to put in no less than 10% the amount of total hrs in planning the class?

I have alot of passion for my subject (culinary Arts). When students disrespect me, my profession, or don't take curriculum as seriously as I think they should, I have a hard time getting motivated to teach them or to keep my personal emotions out of the classroom...Can you help?

Teaching and learning is a continuous and dynamic process. We learn new things everyday. We teach all these new learnings unconciously to each individual we encounter.

I like to incorporate material from previous courses in the curriculum whereever possible. By asking questions that relate to both current and previous coursework, it reinforces with the students that one course builds upon another and also is a great motivator to show them how much they've learned already.

The purpose of the syllabus is clearly stated in this module and the syllabus once created needs to be adhered to. Sometimes it can be tempting to make changes but that can add to confusion for the students. It is important that all the students know that it is to be followed and they can therefore know what to expect each and every day before attending class.

These are two great tools! The syllabus I send to the students a week before class by electronic email. This way they have plenty of time to review and ask questions at orientation day one. The learning objectives for me is crucial. I made the mistake of doing what the first example showed us in the module, very generic. I found, one time, becoming defensive with a couple of students at the end of the one rotation because of the generic nature of the learning objectives. On reflection I should have been better prepared. The learning objectives are now stated on each lesson plan and at theend og the lesson or the beginning of the next class we go through the objectives to see if they have been met.

Outstanding material. Is it mostly used in career colleges or is it used in other public sectors?

Our classes are primarily demonstrations, after which the students then go and do what we did. At this point in time they are at the intermediate point in their education, so some of the things they are doing, they have done before. My question is some of our visual learners do not "get it" unless they see each and every piece of a demo, but the majority of the class elects for us to not re-demo some items. Any suggestions on how to help the slower ones. I do go work with them individually, but what else can I suggest to help them

The outline of the complete range of tests was informative because it was totally comprehensive and defined the boundries of types with contributions achievable that are available; it also objectively listed the chartacteristics and strengths of each.

questioning serves as a baseling for where to start with the students and their knowledge.

We teach them on their second day what learning style they are, which helps them in the long run

Sometimes instead of starting with an example as an attention grabber - I like to end a lecture topic by asking students if they know of any recent news items that deal with our subject. Usually if you are in the field there are a couple examples within the last few weeks that made the headlines. The discussion usually sucks them back in and peaks their interest as the attention was waning.

I have a problem winnowing down the amount of support materials I hand out to my students. I find that I have so many great resources available to supplement the required texts, etc, that I can't resist sharing most or all of them with my students. I'm afraid I overload them with information, leading to a less in-depth understanding of the material, versus my intent of showing them the material from multiple different authors/perspectives. The problem is my students just don't seem to have the time, and they want me to give them "just the facts, ma'am" that they absolutely need to know in order to pass the course. I believe students need to have multiple resources to really absorb material well, but I see the point of having too much "stuff" to filter through. How do I approach this appropriately?

I agree wholeheartedly with the message put forth in this unit that soft skills are the difference between mere competency and the ability to advance. Therefore, it becomes more and more important to couple a practical competency with a soft skill competency. I will try to do this, for example, by paring a cooking exercise with a purchase requisition or a recipe with a cost analysis.

This module seems to focus around ground based courses. I would suggest it include online and hybrid methods. Nearly all progressive organizations have a hybrid component to their courses. Teaching online requires the instructor and the learner to be disciplined, communicate and very carefully structure/organize the course and assignments.

One real key point that should be included and emphasized is when crafting the course and program as well we cannot forget that students get bored very quickly with death by powerpoint presentations. We must develop the course to include practical application and with as much student participation as possible. In the future, participatory learning will be critical.