Barry Westling

Discussion Comment

Hi Joyce: Good perspective! I think we come to our students with education and training, work experience, and a comprehensive understanding of the profession or topics we're assigned to teach. Drawing from that rich background, getting students to the point of learning new and essential information related to their courses is achievable if the teacher is prepared and the students are rightly motivated. Having a vision for what could be (related to work) offers hope, and good teachers can use that to inspire their students to want to learn. Regards, Barry

Barry Westling

Discussion Comment

Organized and prepared to teach

Hi Joyce: Sure, anytime we can make student more comfortable with learning, that'll be a good thing. When students feel their teacher has put effort into their class, they're be more respectful, and maybe a bit more diligent in their own studies as they see the instructor works just as hard as they do in achieving class objectives. Regards, Barry

Barry Westling

Discussion Comment

Being a student-centered instructor

Hi Walter: Yup! For me, student centered means we try (as best as possible) to put the individual student learning needs ahead of our fixed, unchanging way we want to do things or are most comfortable with. In doing so, we've "individulaized" the instruction and made the learning process align closer to how each student learns best. Regards, Barry

Barry Westling

Discussion Comment

Informing students of status in course

Hi Barry: That's great! I thing the frequent and accessibilty to graded information contributes to students doing better. There is more time to make corrective comments and suggestions for improvement, and there's time to see those corrections make a positive difference in the students grade. Whenever possible, making personal contact is good too. In an online delivery format that may not be possible. But personalizing suggestions allows students to sense the teacher cares about their learning. Regards, Barry

Barry Westling

Discussion Comment

Selecting sufficient course content

Hi Barry: Great! For me, "sufficient" content means all that is required to meet course and student learning objectives. There can be more, but the basic, essential content has to be there. Using building a house as an example, shoddy workmanship and not meeting codes might exemplify non-sufficient. Meeting all codes, safe structual foundations, and functional design might illustrate the house that is sufficient (comfortable and meets all the needs of the occupants). Then, you might have executive, luxury or extravagant type homes. These provide residential structures that, really are in excess of what one really needs. Not that they're… >>>

Barry Westling

Discussion Comment

Student learning outcomes

Hi Barry: From a classroom theory standpoint, I think about student learning outcomes (SLO's) as the "What" a student should come away from a class with, while daily course or learning objectives are the "How" the SLO's will be met. SLO's are very specific and unchanging for a given course. In contrast, there are hundreds of approaches to achieving the daily learning objectives. These form the basis for how a class is taught. Regards, Barry

Barry Westling

Discussion Comment

Being a student-centered instructor

Hi Barry: Great! You're engaging and involving students, fostering original thought and critical thinking, and keeping the class attention and interest. That's a fun way to have a class conducted. Regards, Barry

Barry Westling

Discussion Comment

Using a teaching journal

Hi Lillian: For me, the two most important journal notes are observations that are out of the ordinary, and notes about needs or ideas about how I can make the next sesssion a bit better. Regards, Barry

Barry Westling

Discussion Comment

Using pretests as planning tools

Hi Beverly: I don't always pretest. Usually, when I'm totally unfamiliar with the student cohort I'm dealing with, a brief "Where are you at" kind of non-graded test is received well, and the students usually appreciate taking a test that doesn't count. Mainly, I want to see where I need to put my emphsis, so it helps me as much as the students. Regards, Barry

Barry Westling

Discussion Comment

Awarding extra credit

Hi Jeff: My feeling is all assignments that contribute to a grade should be discussed and explained at the beginning of a class. Sometimes, good students who really don't need EC will feel it's unfair for lower performing students to get credit when it's not deserved. I can appreciate the subjective nature of knowing your students and their needs. I just have been "burned" too many times and have so developed a firm and consistent policy. Regards, Barry