Barry Westling

Hi Robert: These questionsprobaby trouble most teachers from time to time. One way to keep a perspective is to use your course learning objectives. Weighing what seems to be most impotant alomg with th methods of evaluating those segments is one approach. Having a variety of frequent, smaller daily measures helps balance grading as well. Over time the homework, exercises, discussion, projects, and related assignemnts begin to give a teacher a sense of who is doing the work, who isgrasping the material, and where a shift in emphasis may need to be made. Regards, Barry

Hi Deborah: I like your sttement "student friendly", although in a sense all activities we do are designed to be student friendly, but students may not view it that way. However, if we can make a class more interesting, enjoyable, fun, or exciting, that will contribute to better learning oiutcomes. Regards, Barry

Hi Deborah: I see student learning outcomes two ways: from the student and from the teacher. The student needs to be focused on how they can best learn the material. For the teacher, SLO's define the "WHAT" a student should learn, as compared to the "HOW" as in course objectives. When SLO's are met, the student should be prepare to apply the material in the manner in which it wqs described in the course outline. Regards, Barry

Hi Deborah: Good example. When we make assumptions too many students may be left in the dark, and many may be reluctant to bring their concerns to their teacher resulting in frustration and perhaps their performance may suffer as well. Regards, Barry

Hi Deborah: For me, measuring how closely we met our course objectives is the main reason for evaluating our students. I think indirectly, our teaching effectiveness can be estimated, although I think there are many variables involved. Regards, Barry

Hi Allan: The "Aha" moment is a great experience for both teacher and student. I like to emphasize SLKO's are the "WHAT" a student learn from a course, as compared to course objectives that are like the "HOW" the learning outcomes will be met. Regards, Barry

Hi Allan: Good - When students knowwhat's ahead (by pretesting) they may be more inclined to focus their attention on areas they learn they're weak. The teacher benefits from learning where adjustments in planned curriculum may need to be tweaked some in order to put more emphasis on certain areas. Regards, Barry

Hi Allen: Yes, being informed helps create steay progress or improvement. I think we can also use this time to encorage and support while we give advice and suggestions that students find helpful, ad show we care. Regards, Barry

Hi Alex: Sharing status , grades, points, and updates provide information and I thing students perform bettr when informe. We can also support, encourage and in a caring manner give advice and suggestions that demonstrate we care about their learning. Regards, Barry

Hi Nancy: Good thoughts. I think when we are student centered we are choosing to put our "process" aside in favor of individualizing our focus on the students unique needs. Stduent centered is a partnership, and the student can also participate by actively being involved with their learning. Regards, Barry