Barry Westling

Hi Andrew: All of the components you've listed are appropriate. I would comment that you, as the instructor, is best able to determine if a students has completed or mastered a topic area. Some students may not agree that the criteria you use is fair. A key to help remedy misconceptions is to provide a clear and specific grading criteria at the outset of the course. In this manner students may not agree but they'll understand how they're to be graded. Regards, Barry

Hi Victoria: I have a suggestion. Many instructors will use a rubric (table of categories) that allocates points based on the degree to which a student has met or not met certain criteria. A well constructed rubric would not need to evaluate the art itself, but would allow you to grade the assignment based upon points earned by predetermined characteristics you expect from the assignment. In this manner, all students are graded according to an "objective and consistent" measuring tool. Good luck! Regards, Barry

Hi Flavio: Your discovery appears to have led to significant and meaningful lesson topics. I would imagine student-led topic sessions could be a challenge. Great example of customized class management. Regards, Barry

Hi Amanda: Good point about having too many PPT's all at the same time. Can be quite self defeating because after a while, student could begin to just tune out. Thinking about what method will work best is a terrific idea and will always produce better outcomes. Regards, Barry

Hi Steven: Great idea! Good communication relies on thinking about your target audience. So your back-up plans address alternatives to presenting lesson material. Regards, Barry

Hi Shafi: Good plans, all. Regards, Barry

Hi Manuel: Variety will definitely help students learn. Activities that require students to participate lend themselves to better learning outcomes. Regards, Barry

Hi Steve: Good idea, splitting lecture and lab. Adult attention span is not long. Even short bursts of change during a lecture can help. For instance, stating: "everyone stand up and reach high into the air". Then go back to your lesson. I suppose there are hundreds of examples you could think of. Regards, Barry

Cynthia: Some classes lend themselves to one sort of testing better than another. An important consideration is asking yourself "am I evaluating student performance accurately?". As long as you can answer in the affirmative, then you're doing fine. Regards, Barry

Paul: Good suggestion. It's sort of like bringing out your emergency supplies at home once in while to make sure everything is still working. Maybe it's time to begin using that teaching strategy that's been in waiting and integrate it into the regular curriculum. Regards, Barry