Barry Westling

Hi Stephen: Sounds like a good plan. Relating the lesson to topics the student is interested in helps make that class interesting. Using stories, situations, past experiences, or unique problems helps keep the attention of students and may assist in bring them back to topic is distracted. Regards, Barry

Hi Katheryn: If we cover the course goals and learning objectinves thoroughly, add our technical expertise, and carefully guide and skill development, we should be meeting at least a major component of the students goal. Regards, Barry

Hi Katheryn: Concur. Really, whre emphasis is or is not needed can be determined by pretesting. And it helps adjust the curriculum to "best fit" for a given class. Regards, Barry

Hi Katheryn: I understand you point. I might focus that just a bit by saying that students need to know if they are falling short of our goals for them our classes. Frequent and eraly-on sharing of progress allows for correction so it can be reflected in their grades. Kind and caring words of support also go a long ways to making the student feel good about their studies. Regards, Barry

Hi Brandon: I think recent grads are excellent as both guest speakers and tour guides for field trips. They bring a fresh perspecetive, are still motivated and excited about their career, can relate to the students (as they were there not that long ago), and are willing to share realistic information that students typically want to hear about. Regards, Barry

Hi Patrick: Every course should have well written course objectives (the HOW and WHY of what they should know, and student learning outcomes (the WHAT they should know). If these are presented, taught, practiced, and applied successfully, the student will have learned the need material for that class. That, at least in part, is a component of the goal. Regards, Barry

Hi Patrick: Concur. Adjustments to place more emphasis where the class as a whole needs it, and less emphasis where it is not saves time, makes the class more meaningful and interesting, and perhaps contributes to improved student learning outcomes. Regards, Barry

Hi Patrick: I've found few who don't care (maybe the top student who knows they've mastered the material). I believe frequent and "early on" sharing course status helps in order to allow for the student to make corrections, and to see it reflected in their grade. If the points and grade information provide the technical aspect, we can aslo add the human aspect by encouargement, support, suggestions and assistance. These suggest to the student the teacher cares about the student and their successful learning the needed material. Regards, Barry

Hi Jack: This happens at times. This where having a good back up plan that is easy to add, low tech (in case equipment is not working or unavailable, can be initiated on short notice, and is relevant to the course content (so students don't feel as though your just filling time). Regards, Barry

Hi Jack: Concur. A checklist, although simple, conveys the basic themes or topics that need coverage. Timing these to allow for different learning styles, student needs, course content, and assuring competency can require some planning to avoid the "not enough time" or "too little time" situations that can occur without planning, effort, thought, and time allocated for mapping the course segments into realistic divions or components. Regards, Barry