Eric Seltenright

I found this section of ED-103 most interesting. I identified a problem I have faced from time to time. "Asking too broad of a question." is a real problem that a lot of instructors do repeatedly. I have found that it can lead to the entire class getting off topic and then it takes time to get back on topic. Also it seemed to  open an avenue for the jokers to put in funny answers or unconnected comments. Sometimes it produces complete silence as no one knows exactly what you are asking. I now ask myself is the question specific enough to… >>>

A very good course for learning student motivations, stresses, and retention of materials. Especially interesting was the section on memory and transference. Having to repeat a procedure 45 times and/or for 30 consecutive days was an eye opening statement. In a skill based trade school this is must. This cannot be a rote memory exercise but a repeated reinforcement of a specific skill through scenarios of various types and situations to get the student to be able to access a memory and perform a task that was taught.  Understanding this will give a much better result in application after graduation into… >>>

I wanted to pass on the most effective method I have used to counter the opportunities for cheating. When I prepare an exam for a weighted assignment or topic I always prepare a version "A" and "B". Students in close proximity get different tests and I have less wandering eyes. Students who have to "make up" an exam are given a "C" version so the exam does not get passed on from others. (version "C" is usually quite different but still on same materials covered) I hope this helps others to use this method to keep students honest.