Barry Westling

Hi Jeannette: I agree, as would the majority (but not all) instructors. Threr are a number of factors involved. Generally practice for me is to not go there. Regards, Barry

Hi Jeannette: Because of that diversity, p[retesting ought to be ideal for formulatting your curriculum and placing more emphasis where most student's will benefit. Regards, Barry

Hi Sandra: Confidence and competence go together and are earmarks of an experienced instructor. Knowing my limits keeps me from treading into waters I don't belong. Knowing those waters is extremely helpful. Working on my perceived weaker areas makes the "better me" benefit my students. Regards, Barry

Hi Sandra: Yes - the excitement. For many, thiese activities provide the first real touch with the reality of the work setting they'll soon be a part of. The inner motivation can be strong drive to perform or do well in class just based on a "vision of a potential future" soon withing their grasp. Regards, Barry

Hi Sandra: Yes, we are faciliators, and the more we can guide the student (vs provide all the information), the more student centered we'll be. Regards, Barry

Hi Sandra: Good pretests can be viewed as a fun experience by the student (especially if they know there is no grade involved). It helps the teacher refine or focus where more emphasis in the course may be placed too. Regards, Barry

Hi Sandra: For me, the main reason is to measure to what degree the student did or did not meet the learning and course objectives, or the skills that are needed in the work setting. Regards, Barry

Hi Dianne: Great use of journalizing. Reflecting on these notes months or years from now may very well reveal great growth and maturity as an instructor. Even in the short run, it's interesting to look back a class or two to see how you approached various siutations and student chhallenges. Regards, Barry

Hi Chuck: Course content that's based on student learning outcomes (SLO's) and course objectives begins the process. Medial choices and other instructional aids are planned. Then lessons and lab time allocated. Finally, curriculum written (not necessisarily in this order). With these components, timing class is a mixture of experience, trial and error, and class dynamics. Stronger students assisting weaker students can be a help, and usually eveyone benefits. Regards, Barry

Hi Diane: One component is job ready with course theory, skills (if applicable), and the expertise the instructor brings mesh into a comprehensive, productibe outcome. Regards, Barry