Barry Westling

Discussion Comment

Vickie, As instructors, our mission is mighty, and responsibilty great. Of course we want to prepare our students to be the best, but if we can make a difference in their lives, we may help them in their personal as well as work life. Barry Westling

Barry Westling

Discussion Comment

Organized and prepared to teach

Vickie, Good preparation as you've decribed conveys we're ready, willing, and set to go with the daily lesson. It sets a professional tone that class is serious stuff, and good organization contributes to this sentiment. Barry Westling

Barry Westling

Discussion Comment

Using pretests as planning tools

Michele, I don't think there is a precribed "right way" to use pretests. Most often, I'll put together a brief test that covers the main objectives of my course. Collectively, if most students perform well on one category, that suggests I might not have to spend as much time with that area. As a motivator, I have had students retake the pretest at the end of the course. The benefit is to show how far students have come in their learning. So, any way you want to configure it, it'll ultimately benefit your students. Barry Westling

Barry Westling

Discussion Comment

Using senses in learning

Michele, Smells are interesting. I think we've all ramdomly smelled an odor or fragrance that immediately brought back a memory of some kind. That's a pretty powerful memory inhancer! If we can find ways to incorporate that into of lessons, even intermittently, that would be a great asset to promoting long term memory. Barry Westling

Barry Westling

Discussion Comment

Using a teaching journal

Davina, I find my mind is extremely active during teaching sessions. Of course most of this is focused on the current lesson and activities. But I am am constantly reminded of or observe needs, improvements, alternative delivery methods, classroom observations, student needs, and dozens of other such concerns or interests. For me, it is therfore vital that I document these thoughts in a teaching journal. Although it seems at the time I would not forget some of the more important thoughts, but often these are just fleeting thoughts and unless I document them, they may be gone forever. Barry Westling

Barry Westling

Discussion Comment

Setting up a grading system

Jonathan, This sounds interesting, and demonstrates the variety that exists in making assignments and the grading of them. I have given tests (closed book), then given the same test immediately following (to the astonishments of the students), and the second go-around is open book, open notes, group effort. That second test of course is graded with less weight. That exercise proved to me that students benefited by group study and open access to information. These students learned the tested information in this manner. I have since not done that exercise, but I am convinced of its merit and application to… >>>

Barry Westling

Discussion Comment

Setting up a grading system

Erica, Here are a couple of key ideas. We want the grades to be fair, to be accurate, and aligned with the curriculum taught (vs what students's should know). Teaching to and testing to the course objectives is a good way to ensure that. In the end, we want to be sure our grading system measures the degree of learning that has occurred. There may many ways to segment the weights of components, but's less effective if measurement of learning has not been accurately evaluated. Barry Westling

Barry Westling

Discussion Comment

Using pretests as planning tools

Jonathan, When I think of a pre-test, it is most in line with the latter portion of your post. Ideally, pretesting should provide the instructor with knowledge about their students prior learning, and help decide what areas of the curriculum need more (or less) emphasis. If you have control over what pretesting avenues are available, I think you have a good idea how to approach it, to the benefit of your students. Barry Westling

Barry Westling

Discussion Comment

Developing instructional backup plans

Erica, These sound like great strategies, and appear to reinforce the main themes while having to work with unplanned or modified daily game plans for the lesson. Barry Westling

Barry Westling

Discussion Comment

Selecting instructional media

Dawn, Keeping night students focused, engaged, and interested is definetly a challenge. I try to use information thats im[ortant to them, as in their career choice and how it can benefit them, as a way to keep lecture material fresh and alive. I lecture with most important info first, then any lab activities, ending with discussion. In the evening, evyone's tired and I find this sequence to address the natural tiredness best helps keep their attention. Barry Westling