Barry Westling

Discussion Comment

B. A., Yeah, I've often commented that if content is worthwhile, valuable and contributes to learning, it ought to be included in the regular curriculum. I do like the prospect of student-selected demonstration of learning. Methods I regularly use to achieve that is a (graded) project or paper, with parameters defined, but allows the student to convey their creativity along with grasp of the material. Another version of independent demonstration of learning is on mid-term and final exams. Here, I'll give an essay assignment that allows the student to demonstrate their understanding in their own way, in their own words.… >>>

Barry Westling

Discussion Comment

Selecting sufficient course content

B. A., Good point about understanding. Understanding of a subject or topic reinforces critical thinking in that students can approach mastery. A good understanding suggests that any question asked of a student is likely to be answered correctly. Also, solving problems (vs. recall of specific facts) is closer to what will be needed for successful graduates in the work setting. Barry Westling

Barry Westling

Discussion Comment

Goal of educating students

Monir, Most certainly. We can assist with learning the foundation that can launch them into a better paying job, sustained employment, and satisfaction that their educational efforts paid off. Barry Westling

Barry Westling

Discussion Comment

Making field trips and guest speakers a part of instruction

Monir, Surely, when students are given the opportunity to see and hear directly from active, working individuals, and visualize themselves in the work setting during a field trip, their level of interest, participation and engagement in the classroom is likely to increase. Barry Westling

Barry Westling

Discussion Comment

Informing students of status in course

Richard, All students, but adults in particular need and want feedback (good or otherwise). Adult learners are accustomed to seeking results, and giving feedback on a regular basis helps supply this need. Adults are also consumers, and as a consumer, they expect an effective learning experience for their money. Without active feedback from their instructor, drifting from achieving the course objectives may occur, leading to (the perception) of a less than quality product. Barry Westling

Barry Westling

Discussion Comment

Using pretests as planning tools

Richard, Yes -- this is the great benefit of taking a small amount of time at the beginning of a course to assess the students, so that class time becomes more effective through examination of the results to determine where emphasis is or is not needed. Barry Westling

Barry Westling

Discussion Comment

Using senses in learning

Richard, I think you are right on target. A practical process I use (loosely) is to break up my delivery every 20-30 minutes. So if lecturing, I'll change to discussion, then change to demonstration, then back to lecture, etc. The change ups help keep attention, reduces thinking fatigue, and invites participation. Barry Westling

Barry Westling

Discussion Comment

Role of instructor personality in delivery selection

Graham, Subtle cues such as the pause are great to give students a time to think, the instructor to select who answers if multiple students raise their hand, and also reinforces the classroom control the instructor has established. A variation of the pause is asking a rhetorical question to create an effect (i.e., emphasis). Barry Westling

Barry Westling

Discussion Comment

Selecting sufficient course content

MALCOLM, Math anxiety surely can be a distraction for students. I agree a pretest can help diminish fears about doing well, performance in class, and meeting course objectives. Barry Westling

Barry Westling

Discussion Comment

Making field trips and guest speakers a part of instruction

Maurice, Keeping students fully engaged seems to have become more of a challenge. You'd think students would want to learn and be participating in every activity. I find students will be engaged when the topic or activity is interesting, when students see some benefit for themselves, and topics relate directly to the work setting. Barry Westling