it has been my experience that first I introduce the subject we do some discussing then demostration then the students do demostration we have more discussions to make sure we are on the same page if I have to reenterate I will if demostration have to be redone we do what I don't want is to leave any question unanswered or any doubts about how it works are how to trouble shoot a problem.

This information will help me understand the different ways people are interpreting the information I provide. I have always tried to implement tactal, and verbal, and hands on training through out my courses. I'll be more aware now of my delivery methods, and preparation before lecture.

The higher education instructor needs to develop his/her or stratgies that will help the student improve their decoding skills. In order for a student to succeed these skills need to be further developed as an on going process.

Perhaps one of the most important things an adult educator can do, is to develop and implement curriculum that the student will be able to immediately apply in a community setting. If the student sees immediate value to what they are learning, student learning success will follow.

Gardner believed that intelligence as most theorists define it does not adequately display the abilities that humans show. In his theory, one child more superior to another in a mathematical learning process may not necessarily be more intelligent than another child who struggles to learn this process. The other child may simply be stronger in another type of intelligence. It would be advantageous for the other child to learn using a different approach. Gardner theory challenged the traditional thought in most educational systems that everyone can learn the same material in a uniform way. I have over 20 years instructional and curriculum development experience in English as a Second Language instruction. I have learned that there is no uniform way to teach a second language to a group of students. An instructor needs to incorporate several different methods into a successful lesson plan. This is where Gardner’s theory of multiple intelligences began its development.

How can an instructor through careful analysis of using memory sources further understand and develop better course programming and curriculum. The more we understand about these things the better we can develop more effective educational programs.

While not specifically mentioned, I feel it's important to note the sensitivity required when teaching adults who are, in some cases, signficantly older than you. I, personally, am 23 and an instructor, while many of my students are in their 30's and older. I find it very important to maintain a balance of equal respect when guiding my students through the course. They need to feel that you are trustworthy despite the fact you are so young, that you are knowledgeable in the field of study, and that your youth is a strength, not a potential weakness. It is easy for your students to look down on you because of your lack of experience. I find as long as you treat them with the respect and dignity you expect to receive from them in turn, you are much better off. Ultimately, I feel you want to avoid treating them as inferiors, but as equals, especially if you, yourself, went through the very program. The key word these modules used is "guide." You are a guide to the students, not necessarily an older, wizened dictator of the classroom. You want to share your common experiences.

I've used this for a long time - basically in the inseat situation it is change the type of delivery every 15 minutes (and why don't educators do that when they are attempting to teach other educators and drone on for two hours just in didactic mode).

I think it is vital to integrate learning styles and how the brain functions into the course. I have done this for many years. Application (Knowles) is extremely important to the adult learning - tactile learning is best for application.

How do you bring all forms of knowledge together in one class room with out lossing the smart or the dum when teaching to the middle student

I was under the impression that the visual learner likes to see the written word; however, your information seems to dispute that. Am I interpreting it incorrectly?

How might adult learner needs and expectations be a basis or foundation to relevant instruction? What are some specific ways (strategies or methodologies) that you can make your instructional content and delivery relevant to student expectations?

How might adult learner needs and expectations be a basis or foundation to relevant instruction? What are some specific ways (strategies or methodologies) that you can make your instructional content and delivery relevant to student expectations?

How will your understanding of multiple intelligences affect your teaching methodology? In what ways could you use your knowledge of how individuals process information when planning for your instructional delivery?

How will your understanding of multiple intelligences affect your teaching methodology? In what ways could you use your knowledge of how individuals process information when planning for your instructional delivery?

How will understanding the basics of learning benefit you as an instructor? Would you give an example of how you might adapt your instructional strategy or teaching methods as a result of understanding how the brain functions and how learning occurs?

How will understanding the basics of learning benefit you as an instructor? Would you give an example of how you might adapt your instructional strategy or teaching methods as a result of understanding how the brain functions and how learning occurs?

How will understanding the basics of learning benefit you as an instructor? Would you give an example of how you might adapt your instructional strategy or teaching methods as a result of understanding how the brain functions and how learning occurs?