Barry Westling

Hi Jennifer: Yes, pretesting provides for preplanning or adjustment for emphasis where it can benefit the students the best. Regards, Barry

Hi Jennifer: Adding passion and enthusiasm to classes makes them more enjoyable. I think part of the goal is to assure we've met the student learning outcomes and course objectives. That, along with skill mastery and wisdom from the teacher that can only come from experience should provide a good starting poiunt. Regards, Barry

Hi Jennifer: Yep, we do set an the example and then some. When prepared, I'm ready for the class in every way. Media, resource material, lessons, questions, etc. Preparedness also convey competence, and to students, that gives them confidence in thei abilities of theior instructor. Regards, Barry

Hi Karen: Good reply. For me, a very basic reason is to measure to what degree a student has or has not met the course objectives and student learning outcomes. If these are only partially met, that's not going to cut it in a reaql-wold work setting. Regards, Barry

Hi Cindy: As experienced teachers, every class is a bit different. Tracking those differences and recording them can be helpful when reviewing the notations at a later time. One interesting aspect is they often reveal growth and development as a teacher - something we sometimes forget to recognize. Regards, Barry

Hi Ricky: Although there are probably some courses where a guest speaker or field trip isn't applicable, for the trades, these activities are invaluable. They tend to inspire, motivate, and cultivate an inner drive to do well as students begin to realize they will soon be a worker in that setting. Regards, Barry

Hi Emily: I don't give extra credit, based on past experiences where it has done little to really help the student learning. EC seems more focused on points and grades, and less on learning. I want the student to know their subject matter, the grade is less important. Regards, Barry

Hi Edward: Pretests are helpful, but I think they're not fully applicable in every setting - one that you've described, for instance. You could assess just one or two essential or key areas to get a general idea, although I understand eraly on may not too effective. Still, it might help you plan better if you had some idea where to put more emphasis. Regards, Barry

Hi Edward: If you use a rubric, then you have to define specific elements of how you describe "creative", then write brief statements that ascend from poorly meeting the descrpition, escalating to outstanding achievement meeting the description. Remember, it's your class, and you get to define the way you see better performance, so I wouldn't get hung up on the creative part. It's doable, and students just need to understand what's required if they want the better grade. Regards, Barry

Hi Cindy: Great examples where the sense play an essential role in learning. I believe through creative adaptation, all students in most any class can tune in to their senses to make fuller use of them; to study, to memorize, to facilitate new and creative thought, to apply - these and more just take being sensitive to senses we take for granted. Regards, Barry