To truely inspire, the up most dedication and passion must be there. Inspiring takes more than knowledge on a topic, but the passion to motivate others to be equally passionate as well

I like the information that referred to students using their previous knowledge and life experiences as places to build their knew knowledge upon/learn new knowledge. For example: A student works on cars and has an understanding of pumps and how they work....he was able to apply this to how much air in the chambers of the heart it might take to make it sputter/quit (air embolism)....I thought that was awesome. He was able to use his previous knowledge to make understanding and application to his learning of the functioning of the human body.

I think it is important to connect with the students I have been in training classes where the instructor simply read the presentation there was really no life to speak of it was monotone, dry, and painfully boring! If we are going to be good at this our students need to be moved by our words there needs to be passion and a measure of excitement in the atmosphere of our class room the leader sets the tone for the class in the first few days being able to move and inspire people is far more than knowing the material a highly knolawageable person with no ability to move a crowd makes for a very poor teacher. we need to ask ourselfs when the students leave us have they been changed? do they have a strong desire to be more then they are now? or is this just another class they have to get through the answer to this will show the true leader and the person just collecting a paycheck.

It seems to me that the use of generalization can be an aid - perhaps even a bridge for the semantic learners - to getting students to glean more information from episodic experiences in their lives. If you can call up your own experiences, and get the students to call up theirs (perhaps through writing activities), it might help bridge the gap in some learning situations. -E.A.W.

My students seem to participate more if the lesson is on a componet that thay can see in the feld and comprehend more when they can relate to. in my class it will be a car or a truck trans.

Help the students processing what they learnig is very important for them. For this reason the instructor needs to provide all the tool for their learning processing.

Its ei very important for the students the learnig process, because the need to have a lecture 15 -20 minutes, see a demonstration and practice.

How can the use of graphic organizers help students to organize their learning efforts?

I think that if I can make the information relatable to something a student has experienced through their own life or someone elses, it helps them to retain the information. My students seem to participate more and comprehend more when they can relate "personally" to the topic. I realize this cannot work with everyone and every topic but it is a great stepping stone.

How is important use the multiple intelligence in a classroom?

How important is to sent a message to the brain and how is the diffrents way to store those information?

Many times student engage in regurgitation of information in my forums. They simply copy and paste, or paraphrase, what the author writes in the text. The one most effective way to help students retain information is to have them relate to the material personally. If I see their answers are generic, I follow up with a question that asks them to specifically engage in the material and relate to it. This is the best way to help them retain information.

I have my students visualize the ,more abstract the better for memory

I find that I have to reinforce information repeatedly to emphasize the importance of the subject. In most cases it's because they just learned the information long enought to take a test but never really learned it. I have had some students that do not care about the subject at hand and they will not remember the information if they do not care about it.

I think that this would apply to all schools. Students should be made to adhere to certain "cumbersome safety requirements" they will find the same regulations out in the field. Since these are no longer "new" they are easier to handle, or get accustomed to.

I have always included this in my lab experiments for years. Basically in situations requiring students to work together to troubleshoot a problem.

I believe it is vital to understand learning styles and brain functions into the course. I had no idea that we were doing this when we were doing for all these years. Application is extremely important to the adult learning.

Remembering course material is alot like getting the body to do what you want thru muscle memory. The only difference is training the brain to do the same thing. If you practice something correctly over and over it becomes familier. You can train the brain to do work the same way. If someone says they hate math it's probably because they weren't taught math properly. You just need to find a way to make it easy and show how the results will help them. Money always gets their attention. I also use money when teaching students how to read a micrometer.

Pretesting if done right can be a great learning tool. As the instructor you already know the course content. Now you just make a test to show the students what they are about to learn. You can also identify who the weaker students might be so you can be prepared to help them. You can also make up some more advanced challenges for the students who could possibly become bored if they are not challanged.

Perception is reality!! If I can't engage all my students in one form or another they are going to be bored and lose interest in the course. So how do you teach to all the different learning styles? Practice! Just look at their eyes and you can tell if they are engaged or off in lala land. Ask questions of the students who seem to not be getting it and find out how to help them. It may be a math class that is required and some are only there for that reason but find a way to make it enjoyable.