Gary Meers, Ed.D.

About me

I am an Education Advisor/Consultant for MaxKnowledge. I write courses that assist in the professional development of career college instructors. These courses range in content from the introductory level to advanced instructional development. I started my teaching career as an instructional technology teacher on the high school level, completed graduate school and then moved into higher education. I spent many years in the area of teacher training at the University of Nebraska. While at the University of Nebraska I stared working with career college instructors to improve their instructional delivery skills. As a result of these experiences I have been a consultant to career colleges throughout the United States and a number of foreign countries.

Activity

Gary Meers, Ed.D.

Discussion Comment

The Learning Environment Effect

Nathaniel, Good examples thanks for sharing them. You created a mental image for me of trying to study while stuck in the center seat on a 10 hr flight. Have been there and it was not a positive experience. The internal motivation that students bring to the class has a big impact on their learning. I have been in some horrible situations in developing countries and yet the students are there because they know the value of education and how it can create a future for them. On the other hand we need to strive to create a supportive environment… >>>

Gary Meers, Ed.D.

Discussion Comment

Your Instructional Style

Kenneth, I must be old school like you because that is the method I use as well. This format helps the students to be able to put the needed content into their memory banks while acquiring the skills needed to perform the technical tasks. Combined they increase the retention factor for the students. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

Your Instructional Style

Heidi, Good way to appeal to the difference learning preferences of your students. This way they all can acquire knowledge through the different delivery modes and move forward in the course. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

Motivating Learners

Paula, Yes we should. Will you share some examples of how you do this? Thanks. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

Developing Clear Goals and Objectives

Shawn, Good way to make the expectations of the course clear to the students. You are right they know where they are in the course and how they are doing with this approach. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

Your Instructional Style

Shawn, This is a great way to expand your knowledge and expertise in relation to instructional planning and delivery. By going into another area you can just as you mention and focus on the delivery and not the content this I know is valuable and informative. Thanks for sharing this strategy with us. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

Critical Thinker Characteristics

Ruthie, Very good point and one that we instructors need to work through with the students. We need to help them see the value of critical thinking and how it can benefit their career development as well as academic success. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

Using Graphic Organizers

Chandra, These are fun for the students to use and I am sure they are fun for them to react to since you are using some unusual ones they catch the attention of the students and get them engaged. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

Developing Student Rapport

Andrea, Your last sentence says it all. Rapport is what holds the class together and helps everyone move forward with their learning. Respect and rapport needs to be two way and recognized by everyone. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

Instructor Enthusiasm

Lorin, I agree and this is why we need to bring our A game to class each time it meets. We need to be a role model for learning so our students will see the value of what we are teaching. Gary Gary Meers, Ed.D.

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