I found that deducting 10 points from an exam is useful when there is a student with attendance issues.

There are ways to test your students without their knowledge during lecture. Incorporate questions into lecture.

Using a guest speaker can either discourage or motivate a student.

To me this seems to be the hardest component to creating lesion plans. In writing solid objectives I have the habit of attempting to include way too many objectives into a single objective. Objectives should remain clear, concise and understandable. Should you need to explain the objective to your students after they have read them, then it is too complex and needs simplification. having multiple learning objectives is better than having a short list.

As adult learners it is often difficult to get them involved with the learning outcomes. A tool that I utilize is the establishment of a student daily activity wherein the students are asked a simple question or asked to provide a statement about the upcoming learning session. For an example; Bill, tomorrow please be prepared to open our class with a quote regarding the learning outcome listed as number 1. At the start of the next session, Bill is then expected to interact with the learning presentation providing such requested data. In case Bill is too shy or absent, you as the instructor should have a back-up plan to cover potential dead class time due to Bill's absence. For me this involves the student in the learning outcomes and helps to solidify the course learning outcomes. I take this even further by asking some of the more advanced students to project this out towards the later portions of the course and challenge them to in turn guide the direction of the course presentation content.

A great way to summarize the chapter and to highlight the important concepts is to use a powerpoint presentation

Like most instructors, I use tests, quizzes, classwork/homework assignments, demonstrations, and class discussions as a means of evaluation for my students. One example of my favorite and most rewarding evaluation is the main project I assign in my computer class. I teach them Microsoft Office 2010 throughout the quarter; mainly Word & PowerPoint 2010. For their project, I have them create a 12 slide PowerPoint presentation on any topic they would like. I find that if the topic is something they choose and are comfortable talking about, especially in front of the class, they do very well and are really excited about their PowerPoint presentation design. I grade on their applied knowledge of PowerPoint and the overall formatting of the project. I give them a list of required items for their presentation, like bulleted lists, 1 embedded video and audio file, slide transitions, word art, 5 visuals, slide animations, etc. It is really successful and my students love it. After leaving my class, they continue to use PowerPoint as a primary tool of demonstration for other class projects. It makes me feel very proud and successful in that particular area of the class.

I thought it was great idea to familiarize the students with the vocabulary of the career choice before you get into the meat to the program.

I thought it was a great idea to send out a information sheet for the guest speaker to tailor their discussion around.

sholud all students be based on the same learning level, if not how do you make adjustments in your lesson plan.

My biggest problem with the class that I have right now is too much enthusiasm. Believe me I love it but I still need to manage time better. The class is large and this group wants to understand more about the topic than I have time for. Relevant questions abound and I really have a hard time cutting these off. I truly enjoy the discussions but need to cover certain material. Any suggestions?

Some students believe that the more questions there, the greater chance of passing there is. there are other students who are poor test takers, very knoweable in the subject matter, but has test taking anxiety. How do we deal with that?

Its also a great idea to give a critical thinking test at the begining of each semester.

Power points are a great if used effectively, one should not read from the PP, but explain whats there.

Faculty should be prepared. It's very disturbing when unprepared instructors enter the classroom. Think of the message being sent to the students.

When teaching a critique-based class such as Adobe Illustrator, it is important to break down the project assessment into different parts such as design skills, professionalism, mastery of software tools, and how the work is presented. By doing this, the student has a better grasp on his or her grade and how he or she can improve on future projects.

I have discovered that by giving students small pretests or quizzes during the term, along with extensive reviewing, they seem to do much better on their final exams.

By stating clearly the daily learning objectives stated on the syllabus,it provides a strong organization for the class and keeps the instructor and students on track.

What I have found successful in teaching a software-oriented class is that I usually divide the class in two parts. The first half is lecture/demo, and the second half is one-on-one with the instructor and/or lab time.

I have found that by giving a student coaching/counseling sessions during week 3, 6, 9 and finally 12, it allows the student to know where they are and improve in areas that would need to be improved upon.