Barry Westling

Hi Julie: I think relevancy really nails it on the head. Well wriiren student learning outcomes define the "what" a student will learn in a class. So if we are successful, and the SLO's are on target, great achievement is bound to occur more frequently. Regards, Barry

Hi Julie: Different uses - absoultely. Just as in a class setting, each teacher chooses how best to use the resources they have available to them. The key is to make it work and be useful, not some exercise that doesn't result is helping somehow or or sometime. Regards, Barry

Hi Kevin: Very creative, and I think it's consistent with the purpose of giving pretests in the first place. Regards, Barry

Hi Peter: Great points. I think culinary is unique in some ways because the very nature of the training incorporates the senses by design, and most of the time is probably built into the curriculum. Regards, Barry

Hi Jessica: Field trips can illuminate both the world of the work setting the students are preparing for, plus help validate the informatyion you're teaching in class. Some students get real inspired by field trips. maybe they feel "hey, it won't be long before I'm outta school and I'll be lookin' for work, I don't know. But I know they enjoy these away from class experiences. Regards, Barry

Hi Tipton: Keeping a record is useful to reflect, to comment to oneself, to record thoughts and desires, or maybe, a bit more functional, such as records of good ideas for lessons, notes from past classes that were very successful, or observations about different classes over time. It's not a requirement to journalize, for some it's just not their style. But for others, it's a very underused tool successful teachers use for self awareness and improvement. Regards, Barry

Hi Susan: Yeah, I think we all have some areas we could probably work on. But we should let these known areas weaken our position of control in areas we are strong. I believe if an individual really wants to work on improvements, they have to really want to first. Then, they have to be committed to making those changes. Otherwise, change, or improvement is not going to occur on it's own. We need to "birth it" into being if we want it to be alive in us (excuse the birthing analogy). Regards, Barry

Hi Susan: Excellent. A PPT must include discussion, either by the students or teacher, otherwise it's just reading, and that's probably not the best use of the students time. I find a story or illustration related to the topic usually can bring folks back to task. A good teacher can make that a seamless process, almost as if it were planned that way. Remember too, students have stories and life experiences that other students may be interested in. I would not hesitate to periodically invite students to share. Then bring it back to topic. Regards, Barry

Hi Susan: Using senses can be very creative, or simple and uncomplicated. * Lecture: What did you HEAR me emphasizing? * Discussion: How did you FEEL about what was said? * Handout: What do you THINK is the primary message. Etc. Regards, Barry

Hi Tanya: Right, it's really more of a planning tool for the teacher than it is an assessment of student performance. Usually, students don't mind taking an assessment (or test) if they know it's for analysis and there won't be a grade. Regards, Barry