Barry Westling

Discussion Comment

Role of instructor personality in delivery selection

Hi Alexsis: That consistency is important. Students somehow know when something's amiss, so even subtle changes in mood or behavior can worry some or feel concern, or whatever. Aty any rate, it can distract otherwise good, solid lesson delivery. Regards, Barry

Barry Westling

Discussion Comment

Making field trips and guest speakers a part of instruction

Hi Earl: That's great. Planning these activities add so much to whatt students remember and carry away them long after they've graduated on to other settings. Regards, Barry

Barry Westling

Discussion Comment

Role of instructor personality in delivery selection

Hi Deborah: Personality creates an atmosphere (dull, boring, sleepy) or it can a classs can be presented with enthusiasm, excitement, passion, even zeal. If students sense this is genuine, it has an effect of an upward flow, that is, a drawing in of all participants into the lecture or discussion, or presentation. Think of movie trailers. They capture the audience in a 30-60 second period and (hopefully) make people whisper "That looks interesting". Sincerity with the entusiams is what makes it believable. Regards, Barry

Barry Westling

Discussion Comment

Setting up a grading system

Hi Deborah: The best grading systems can vary from class to class, but the common thread is that they should acurately measure the degree to which a student did or did not meet achieve the course objectives or student learning outcomes. Component weights, rubrics, written essays - ther's a gazillion methods. The key is to choose how best to measure succesful performance. Regards, Barry

Barry Westling

Discussion Comment

Reengaging off-task students

Hi Deborah: I'm a very cheerful and generally happy guy, but people tell me my general affect is usually somewhere between pensive to brooding. Inside, I'm just just enjoying life to it's fullest. But students and coworkers have told me I have a loud silence and, even a look can command attention. "Watch out for 'the stare". I've used this for effect - apparently it works. I can stop lecturing and (from my viewpoint, I'm just looking) lock eyes with the distracters and it paralyzes! My, maybe I have Super-Powers..."Beware of the Stare-Man"!. Anyway, my point is making eye contact… >>>

Barry Westling

Discussion Comment

Developing instructional backup plans

Hi Deborah: Case studies are good. They make for an opportunity to induce dialog, commentary, and discussion. And I think students like stories. They're memorable and hopefully, we can make them interesting. I too kkep a file of "fillers", but I tend to use these for a different purpose. Regards, Barry

Barry Westling

Discussion Comment

Informing students of status in course

Hi Deborah: I think frequent, if even casual, and early on does the most good. We can encourage, give advice, and time will be available to see a change in student performance and perhaps their grade. Regards, Barry

Barry Westling

Discussion Comment

Student learning outcomes

Hi Deborah: Another way of looking at this is learning outcomes are the "WHAT" a student should know when they finish that class or session/lesson. Regards, Barry

Barry Westling

Discussion Comment

Informing students of status in course

Hi Jean: Yeah, no one likes surprises. Good or bad, informing students of status, earlier than later, and frequently is good. There needs to be time for reflection, correction, and inflection in the grade to occur. Waiting too long can limit the improvement in grade and/or performance. Regards, Barry

Barry Westling

Discussion Comment

Selecting evaluation methods

Hi Marc: Even with prescribed testing (Stae Exams), the more variety, creativity, and individidual student participation and engagement that can be encorporated into the lesson plan, the better wilol be the student learning outcomes. Regards, Barry