to facilitate the learning, classroom envirnoment is one most important issue to care about.

I have had a problem with exam days and introducing new material on the same day. The way the class is designed is 4 hours. Often I will need to test on the same day as a lecture (being an accelerated program we don't have many class meetings). If I lecture before the exam, nobody pays attention to the material because they're too busy worrying about forgetting exam info. So, I tend to exam first, and then hold the lecture last. It just seems, then, that they are all paranoid about the exam they just took and can't focus on anything else. What does everyone else do in this situation?

I am teaching a class that is short (3 weeks) and packed with info - bony landmarks and muscle origins/insertions and actions in a small classroom setting. It's a struggle to get through the information in the time given, let alone to have the time to be a more creative facilitator. Any suggestions for this type of class?

ACTIVE LEARNING IS SO IMPORTANT HERE AT OUR TRADE SCHOOL. THE STUDENTS DONT REALLY LIKE THE CLASSROOM LECTURES OR READING.JUST GIVE THEM SOME HANDS ON ACTIVITIES AND THEY ARE PROACTIVE AND EAGER TO GET THE TASK DONE.

Sometimes, students ask a question and he/she will say "This is probably a stupid question..." but a very wise professor who I highly regarded in my undergraduate studies set us straight the first time someone said that. He told us, "The only stupid question is the one that's not asked." That for us as students provided an open atmosphere where we weren't afraid to ask any question for fear it would be stupid or senseless, or whatever. To this day, I use that same line.

I like to interject unique repair experiences and anecdotes from my years in the field into my lectures to form a more cohesive connection between what the students are learning and what they may expect in the field. They seem to pay more attention in lecture, retain a higher percentage of their study material and are excited to go out to the lab and put their new-found knowledge to work.

I teach at a culinary school which is very hands on and active? Would you say that this involves active learning or is there much more to that?

Student involvement in the classroom is so important today. With all of the technology and information readily available through the internet and other means, students want information and stimulation quickly. Therefore, some things I've done in the classroom to encourage involvement includes simulation exercises with critical thinking case studies, lectures delivered by the students, online debates (which help save time), etc.

When Im teaching, I try to give them my experience and put myself in their shoes. I was a student once and we've all been there, I tell them. It makes them feel more comfortable. They forget that a lot.

I teach in a cosmetology school. My students are faced daily in making design decisions about the end result. They need to end up with a required result. They usually have discussions with peers, have reference materials, notes from lectures and demos, and them present to me, the solutions to get to the end result. This is then discussed and any other considerations are reviewed. Since we are a career school, we are sharing with them the reality of working in the cosmetology profession, and how to get results.

This was definately informative and wil be most helpful in the process of assessing what has been taught

I have always learned by see one, do one, teach one. I now realize that everyone is not the same,but will eventually need to teach one as well.

It was most interesting to view the different techniques the course offered

I found this sourse to be most informative and realize what comes easy to me as a clinical physician needs to be addressed in a totally different manner with certain students.

I am teaching Veterinary Pharmacology and it seems striking the differences in comprehension and retention among those students who have worked in the field for a while and are familiar with the drugs on a practical level vs those who are new and are learning all from scratch. The practical experience that people have seems to cement the theory of why the drugs work so much more easily than people unfamilar with the drugs. My question would be...how do I make the long lists of drug names and functions more "real" to those without previous exposure?

I think far more is gained from essay questions or demonstrations. Good teaching is a lot of work, we shouldn't shy away from that out of convenience.

I think this unit could have emphasized more the difficulty in choosing proper assessments and the strategies for how to overcome those challenges. Isn't that very concerning given that assessments are, no matter how well oriented to the students, just one capture of one moment in time?

I was glad to see this mentioned. Part of the assumption in the socratic method was to challenge held beliefs. It seems that may be counterproductive to this unit in that sense. It is critical to have classroom dialogue but not that this is a side-effect. One that I think should be encouraged, but many teachers would struggle with.

Isn't much of this information outdated? We know that students have learning style preferences, but the degree to which it actually affects learning has been vastly overstated? Dan Willingham's study was pretty damning to this entire idea.

I feel that understanding all types of learners helps with delivery of material...its not fair to assume that all students learn the same way.