Hi David! This is an ongoing instructional challenge - covering all that needs to be covered in a condensed period of time, plus facilitating the additional critical skills (communication, interpersonal, problem-solving, decision-making, etc.)foundational to the workplace. Many instructors say that if a student captures a few things well, as opposed to a lot of things marginally, there is a positive learning outcome - that is, students will not absorb everything. The challenge is though that if the skill being presented is sequential and crucial to the next step in a process, it must be mastered before moving on. This, combined with the diversity of learning styles and modes in the adult classroom, places a lot of responsibility on the instructor. I have often started by making sure that I thoroughly know the subject at hand (given) and then prioritize, during planning the lesson, exactly what has to be covered and how best to approach it. If the skill or application is imperative to the outcome, then it must be addressed, but if I have at least some flexibility, I can adjust accordingly and give students some leave-way. This give and take can be instrumental to both student self esteem and success. Let me ask a question to any participants in our discussions. How have you prioritized expected outcomes and adjusted your teaching accordingly to cover so much material in a short period ot time? Thanks, Jay Hollowell ED106 Facilitator