Barry Westling

Judy, Yeah,it's frustrating to try to describe an experience or task verbally, in books, or even videos. I often lament "if only we go go to the workplace right now, I could show you". That's where a good field trip could complement the academic portion of the class. Barry Westling

Nicole, Yeah, there's nothing more frustrating than a student who is is struggling or is not understanding material in class. We have an excellent opportunity to be teachers by reaching out to students who need extra help, and convey where they can improve, give assistance, and offer our support. Barry Westling

Joseph, Yep, and the real world of work rarely (if ever) gives extra credit. I feel if a topic is important, it should be required and covered in class. Barry Westling

Nicole, Yes, and sometimes I find the students need a lot of work in all of the areas. But at least I know where the class is at, academically, with prior knowledge (or lack thereof). Barry Westling

Joseph, We really have to "take em as we get em" don't we? I do the same and try to structure classes around the individuality of each class. Barry Westling

Nicole, If all instructors would follow this model, I'm sure many classes would be more interesting and performance improved for many of them. Good Job! Barry Westling

Joseph, Sounds like a good formula, based on your perceived strengths and personality. That's great! Barry Westling

Mark, Students really value grade and performance status information. For me, I put as much emphasis on sharing (discussing) grade information as I do in the instructional process, because I feel that more information, early on and frequently, gives needed guidence that facilitates a students making needed corrections, but also encourages their continued progress. Given too late or delayed does not produce the same effect. Barry Westling

Mark, Great! Clickers (Klickerez) provide a great way to ask questions and solicit responses. Of course this tool can be a great way to faciltate discussions, augment Q&A activities, or use during review sessions. More traditional methods of assessing prior knowledge also are helpful to get an sense about what students know (or don't know) about a topic or category of learning. With that knowlege, planning for a class will be more focused and use what time is available more productively. Barry Westling

Mark, These are good examples. A think a good backup plan is an activity that is relevant, can be easily and quickly implemmented, and is non-technical. Students should feel their time is being wisely used and not wasted by "time-fillers". Barry Westling