Michael Taylor

I am a big believer in getting assessment right.   A student's record, pass rate, GPA, and their future success depend on the vital ability to be given a true evaluation of their skills and understanding.   Here is a quick and dirty look at some issues that happen:

1. Outcome if assessment is too lenient: Student has an unrealisitic expectation of success after graduation.  Employers are dissappointed, not only in the student, but in the school.
2. Outcome if assessment is too difficult: Student is held to a standard that is beyond the intentions of the objectives, being measured on skills/knowledge not in
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There has been some recent research that suggests that although we have learning preferences, the idea of an exclusive learning style has been largely debunked.  We should have varied teaching techniques of course, but we can quit the ridiculously impossible attempts to neurotically satisfy every need.

That said, there is a book which I highly recommend.  It is "The Compelling Communicator" by Tim Pollard.  He uses brain science to argue that any presentation, demonstration, example, etc., should be limited to three things.  This is because the brain, for most of us, is only able to process three things at… >>>

For hands on demonstrations, it can be difficult to perform a task while managing a camera view.  Perhaps in the future, it will be possible for multiple cameras to be placed in a way that students can change views as needed to be able to see all the intracacies of a procedure.

I would maintain that it is far more important for a teacher to know the student's names, than for the students to know the teacher's name.  And to nail that point a little more, if a teacher really wants to impress students with their background and credibilty, just hand out a resume at the end of the class period.  Using the class time for maximizing learning of content sends the message that the content is the reason for being there.  All that said, having a way to learn a little about each student during every class enhances a culture of… >>>

We would all benefit from learning how TED talks are crafted.   This is useful because the primary goal is to change us, through education, and not primarily via edutainment.   For starters, they strictly limit a TED talk to 18 minutes, no exceptions.   The reason is due to limitations of the human brain in the 21st century.  They strongly encourage presenters to land 1-3 main ideas.  The max is 3 because that is all that a human's working memory can handle.  They tell presenters to use both the left brain and the right brain to engage listeners.  This means to have… >>>

Accelerated learning is sometimes misinterpreted as cramming. Sometimes it is, if it is just cobbled together in a pile of facts.  But it can work if the design and pacing of the course is meticulously honed.  In order for it to be effective however, the learning structure cannot, must not, conflict with how the brain learns. The concept of having a maximum of three items at a time comes to mine.  I am also reminded of the concept of bridging from the known to the unknown.   If computer games have taught us anything about learning, it is this.  Establish a… >>>

Dominic,

Most teachers are not trained as professional counselors, thus legally can't 'counsel'.  But sometimes we walk a fine line between providing counseling and classroom discipline.   What I find can be helpful, is to do as you have indicated and ask to speak to the student after class for a few minutes in a manner that is as non confrontational as possible.   Something like " Hey John, perhaps I can get your thoughts on something after class."

Let him do the talking, starting with you asking: "Any idea why I wanted to catch up with you?"   Of course the hope… >>>

Teachers wear many hats.  Lecturer, mentor, evaluator, trainer, coach as both deconstructor/constructor, curriculum creator are among the mini-roles.  Each role is frought with a degree of interdisciplinary drama.   Everyone thinks their way is best.  And, for the most part they are right.  The reason is tied to the idea of academic freedom, which in essence is free speech for academics.  The method that works best is the one the faculty member is able to use the best.  Why?  Because an attempt to use someone else's method can feel awkward at best, unauthentic at worst.  So, we naturally use what works… >>>

Flip faster.  That is not intended as a flippant comment.:-)  It simply means to find ways to inject exercises, videos, or discussion questions that take 5-10 minutes to process and produce some kind of learning outcome relevant/prerequisite to that week's topics.  As follow up, use the pre-class activity as the starting point for the live class session.  When student's perceive that this pattern is consistent and persistent, with relevancy to the outcomes, most will respond.

Admittedly, accelerated programs get a bit of bad rap because students can often be accused, legitimately, of just continuing their past pattern of learning and… >>>