Can demonstration and factual assessments be combined together?

Evaluation of students is a very valuable tool if used correctly. A test should not be used as a negative to the student. It needs to be used as another learning tool.

This is somewhat invalid due to some students being introverts and not wanting the attention that answering a question will give them. The instructor needs to recognize this issue and takes steps to draw out these students.

The instructor needs to incorporate all of the learning styles in order to reach all students especially in the trades field. The instructor needs to draw in the students from different learning styles so that they become more proficient.

The course mentioned paying attention to red/green, because that is the combination that is affected by genetic color-blindness, but if you're using a lot of colors where it is important to know which is which, consider making sure that there is no one else with a different problem combination. I have a friend who cannot see the difference between anything from light orange to dark red - head injuries can affect color perception and today we have lots of veterans entering classrooms after experience traumatic brain injuries. Or consider, in addition to using different colors, using different types of lines (dotted, dashed, dot-dash-dot, etc).

In accelerated learning the ability to learn retrieve information can become convoluted. I feel the instructors ability to tie key points of the curriculum to a life experience helps with recall. This helps the student to mentally index information to recall.

Having a high standard of professionalism is important to set an example to students.

I am very interested in working with people that need additional help. Mostly due to the fact that I have had a couple students that are dyslexic and sometimes they need additional help. Any pointers would be greatly appreciated.

Before taking this course I didn't realize how much I was actually using active learning strategies. We have a lot of lecture and I can tell when I'm losing them. By involving training aids to pass around and asking more questions and increasing interaction, I have noticed on lecture days that the students stay engaged longer and pay more attention than if I just stand and recite information. It's become the standard way that I teach my class. I try to have the students involved as much as possible.

How do you structure your assignments and assessments to prevent students from cheating?

What is the most effective way to ensure students have the appropriate level of mastery in your subject area?

What are some specific strategies you employ to inspire your students to engage in intellectual activities above the knowledge and comprehension level?

What are some specific things you do to ensure one or two students do not dominate class discussions?

What are the most common types of inappropriate behavior you face as a career college instructor? What are some ways you address that behavior?

What are some specific ways you provide students with choices that allow them some control over their learning?

What are some specific things you do to get your students “ready to learn” at the beginning of a class meeting?

What is the most effective strategy you employ to ensure your students stay actively engaged during your lectures?

When I think about my own definition of a "meaningful assessment," I think the test must meet certain requirements. The assessment must have value other than "because it's on the test." It has value to the individual student who is taking it. It must intend to impact the world beyond the student "self," whether it is on the school site, the outlying community, the state, country, world, etc. And finally, the assessment should incorporate skills that students need for their future. That is, the test must assess skills other than the mere content. It must also test how eloquent the students communicate their content.

Consider different the learning styles and needs in your class when designing assessments. Within reasonable limits you may be able to have a variety of assignments that enable students to use their strengths. Some of your students may have learning disabilities that require instructional and assessment accommodations. Formative assessments serve the tri-fold purpose of allowing students to demonstrate mastery of the learning goals, ensuring that students are making progress toward the greater course goal, and evaluating the effectiveness of your lessons.

Asking questions is an important part of any teacher's daily interaction with their students. Questions provide teachers with the ability to check on and enhance student learning. However, it is important to note that not all questions are created equal. According to Dr. J. Doyle Casteel, "Effective Teaching," effective questions should have a high response rate (at least 70 to 80 percent), be evenly distributed throughout the class, and be a representation of the discipline being taught.