pete mata

We've recently have gone to on-line learning. Included is to contribute to a discussion question due weekly. I think I will set some time aside to discuss the question the day after the due date to course correct and clear up and questions or concerns a learner might have on the subject.

I see the benefits of Google Docs Prizi and others. Especially if the learner can review the lesson at their best time of the day and in their comfort/learning zone.

But I've had cases where the internet has gone down on campus and I've had a back up on disc (yes was some time ago) and was able to continue with the class. I have to agree with Mr. Conner III you should still have a back up locally.

I've had challenging students that with simply walking over to them and just standing by them while giving a lesson is enough to bring them back in to the lesson. The next step would be to ask their view on the concept or lesson ask to give value to their contribution. With a more drastic approach I will ask the learner to see me after class. This usually has the learner self evaluating his position in the class and will self correct. But a coaching after class along with the prior mentioned, works with a higher disruptive non compliant student.

On day one I explain policy and expectations. A course calendar with assignments and due dates are on it. My e-mail is also given, if they have any question or concerns. Maybe they're not confortable asking in front of the class they can ask me via e-mail.

Can spend more in class time learning with reducing lectures, risking the learner of disconnecting from the class. Allows time to dig deeper into the subject and course correct learners if the learning obective is not being met.

Accelerated learning through peer to peer and facilitator including discussions and excersices where retention of material/subjects is maximized/learned.

Jitt gives more time for learning in class. Web base training can be done the night before and in class we can discuss what we learned as much as what we didn't understand on the on-line lesson.

Giving a group of students a task to complete with a set of guidelines. To be completed in an agreed time period. I can only course correct to keep them on track.

Knowing the learning preference is key to preparing a lesson/task. I'll start by catering to their prefered learning style to draw them into the learning. Then gradually shift the learning and comprehention to be more open to other learning styles.

Encouraging "Mother Tongue" the learner masters the learning objective while improving comprhension of English and expanding of their first language. The student at this point can be given the chance to learn from other cultures when I assign a group task.