Barry Westling

Discussion Comment

Hi Timothy, I agree having advanced students assist the instructor is helpful. It gives the advanced students a boost in their confidence. And weaker students usually relate to "one of their own", and are not resistive to getting assistance from a class member. Barry Westling

Barry Westling

Discussion Comment

Using pretests as planning tools

Hi Ty, Pairing students based on performance level is effective. Variations include having a stronger student lead a group of weaker students, or separating students by "got it down" to "have no idea". In this case the students in each group are functioning closer to their unique peer group and progress at the pace that ensures they will learn the couse content, maybe just at a different level than others. Barry Westling

Barry Westling

Discussion Comment

Using pretests as planning tools

Hi Marlena, Most certainly! The use of the pretest would be less than effective if the students were not informed how they performed and correct answers provided. I like to call these "previews of coming attractions", and in that analogy, students can anticipate information they will be receiving, and sometimes this defuses angst about the difficulty of a topic. Barry Westling

Barry Westling

Discussion Comment

Using pretests as planning tools

Hi Billy, I think an English class would be ideal for doing even a short pretest, since this is one area students are likely to have many varying levels of proper skills prior to beginning the class. Barry Westling

Barry Westling

Discussion Comment

Reengaging off-task students

Hi John, Another good technique is to start at the end. Share a story or give an example of why they will need this information first. Understanding why students need to learn the information beforehand can make them more interested in learning how to reach that goal. And sharing it with enthusiasm captures attention too. Barry Westling

Barry Westling

Discussion Comment

Reengaging off-task students

Hi Timothy, I think students become disengaged because they are disinterested, unpreprepared, don't understand, are ill, sleepy or tired, or significant back side of their life events are occupying their thoughts (financial, relationships, child care, personal stress or worries). Being upbeat and enthusiastic seems to energize a sluggish class. Bringing the lesson back to the core of why they are studying this material, it's importance, and relating it to their profession can be helpful. Asking students to discuss a topic individually then present to the class helps induce participation. Every situation is different but being understanding (rather than critical) can… >>>

Barry Westling

Discussion Comment

Reengaging off-task students

Hi Marlena, I like to compliment student work continuously throughout the lesson. Sometimes this is just affirmation and acknowledgement of responding correctly. Disruptive, distintered, or distracting student behavior does not require complimentary sentiments, rather intervention to get them refocued and engaged. It doesn't have to be negative. It does have to get their attention to get them back on track. When student feel their teacher cares about the students learning, they'll be responsive to direction from their teacher. Barry Westling

Barry Westling

Discussion Comment

Developing instructional backup plans

Hi Timothy, Back up plans can be life savers. As we become more technological with media delivery there is a greater chance delays or unavailable resources might occur. Electrical shortages or power outages complicate everything. Moving to another room that is unfamiliar. Mechanical teaching aids that fail to function. Running out of some needed substance (gas, chemical, liquid), or supply item. These few mentioned Murphy's have happened with me and in most cases it was not because I didn't prepare beforehand - things just happen. I recommend back up plans that are low tech, related to the general topic, can… >>>

Barry Westling

Discussion Comment

Selecting instructional media

Hi Timothy, Selecting media should be interesting, enjoyable and if possible, fun. It should relate closely to the course and student learning objectives (SLO's). Straying too far from these makes it difficult to make measuring assessments and tests (students can view this as subjective). That doesn't mean we can't share related stories and anectdotes, but the daily content should centered around the objectives. Barry Westling

Barry Westling

Discussion Comment

Role of instructor personality in delivery selection

Hi John, Great sentiments, simply stated. Terrific! Barry Westling