Growing up, did you ever experience adaptive learning in your schools? If so, what did it consist of?

Having technology to share with the student would be helpful. I find there is a need for more to work with.

I find it very helpful to deviate slightly from the day to day to keep it interesting.

Its easy to get to know your students by simply asking questions. some will be happy to share while others may prefer to talk more privately. Finding which your student would prefer is the trick.

I have learned the hard way to always have a back up plan in case lecture runs short. Kitchen days are a little trickier. If there is no product left it can be difficult to find something for them to work on.

Support materials assist greatly with the content that I deliver. Use of the internet, books, magazines, diagrams. I find that by using various methods and materials I am able to better keep my students "awake",focused and engaged during class, and this in turn stimulates the student into wanting to be more involved in the classroom.

At my learning institution the lesson plans are written at the corporate level, however, I add content that I see relevant to what I am specifically teaching.

I find it very useful in documenting the lesson plan for various reasons, some of those being ..the lesson plan keeps me focused to what is being taught for the day (especially as I teach different subject classes on various days) The lesson plans are also great for when sub instructors (myself included) have to pick up an extra class for the day/week/term

The preparation of the lesson plan is vitaly important for both the Instuctor and the student alike. For the Instructor it is the main tool in knowing what and how to deliver the content of what is taught in the classrom. For the student, a well thought out and written lesson plan enables the student to look ahead to what is being taught for that particular day.

make sure you have the correct material for the topics you are covering

make your objectives clear and to the point so that your students can get all the knowledge they need

make your lesson plans up to date with recent information about the topic

make sure you have enough work for your students so the do not sit around on their cell phones

I struggle with determining how to set the appropriate expectation level for a 400 level humanities course at a tech and design school. I have adult students with a variety of life challenges. My students range from a few highly vigilant A students to many more "I just need to pass" D students. There are usually a few students in between who are pleasantly content with a B or C. How do we combat the attitude of "I just need to get by?" I want to give assignments that challenge my students beyond just repeating concepts back to me. At the same time, many of my students don't "see the point" of general education classes and just want to focus on their "core" requirements. We are required to assign sixteen hours of outside classwork a week. I strive to fill that with engaging meaningful projects, but my students historically either don't turn in the work, turn in piece meal work, or turn in half-hearted efforts. I feel like I have to consistently dial down my expectations and scale back on assignments. This inevitably feels discouraging and counterproductive to our profession. I saw this sentiment echoed the other day when I read a quote to the effect that we used to teach our K-12 students Latin and Greek, now we need to teach college students remedial English. My concerns are along these lines. So, how do we set our expectations to accommodate a variety of learning abilities and needs, while maintaining the integrity of a college level assignment? Thank you, Melville Petrosky

Whenever I have a student who is absent for a quiz, not only do I give them another version of the test but I also deduct 10 points from their score as well.

It took me a while to realize the benefits of breaking the course contents into smaller units. In doing so, the student tend to have a faster means of accomplishment which ultimately can be very motivating.

Often times, many people make the mistake of giving too much details in a powerpoint presentation. The most effective way is to keep in short.

I have found field trips to be an important component of the learning process. Students are delighted that they do not have to be in a classroom setting and above all, it gives them an opportunity to see the practical aspect of what is being taught in class. I always felt that students learn more through these learning strategies.

Generation Y students do not seem to (and I'm generally speaking here) value memorization or retaining knowledge. I get the reasoning "I can always look it up." I have to drive home the point that in an industry where time is money, you won't have or be given the time to look it up; you'll be fired. It's a very difficult concept to get them to understand. In this industry you really need to KNOW it.

Teaching at a career college relies heavily on the Taxonomy of Learning, specifically where I teach, the ultimate goal is correct application of learning. Students need to know what things are, what they do, and, the huge practical portion of our course, how to use them. Career Colleges have to emphasize all three levels in order to get a complete understanding of their field of study.