with my past experienced having started new classes helped me by preparing my objective for the class for example: my time table how long per chapter, break time, quiz, question and answer or any lab groups. with this class i have learned more technique to use in the future.

it has been a great practice for me teaching when i plan my teaching and prepare ahead of my teaching so i can present my teaching organize

as a new instructor i have learned that everyday we teach we learn new things to teach and continue to enhance our teaching more.

Having served as an adjunct instructor for both online and campus-based classrooms for the past two years, it has been quite interesting to compare and contrast various methods of teaching. During this course module it was very enlightening to review the specifics regarding low and high risk activities for active learning. In the future I will be much better prepared regarding how to effectively integrate both type of activities into the classroom setting. I came across an excellent quote that is very applicable to this course. “Student engagement is the product of motivation and active learning. It is a product rather than a sum because it will not occur if either element is missing.” ― Elizabeth F. Barkley

While this course claims that the average attention span is 15 to 18 minutes, I have some different information to offer. In another life, I was an executive at Presentation Technologies in Sunnyvale, Calif. We manufactured film recorders (in the days before LCD and DLP projectors) and participated actively in the corporate presentation world. Our research, developed from our own research and input from Psychologists and Anthropologists indicated the average adult attention span per topic in a lecture situation was in the 8 to 15 second range. POINT: make your point quick. The human mind is full of a considerable amount of other things, boy and girl friends, problems at home, problems at work, financial problems, etc etc.

In today's modern world, too many students want it all NOW, and do not understand the consequences of lack of performance. While I would agree it is important for a student to feel comfortable in their understanding of what was going to be required of them in a particular class or course of study, it think it pertinent they also understand the effort required and the consequences if the effort is not forth coming. This "effort", needless to say, varies depending on the subject matter and class - but needs to be shared with many younger college students. I have found it does help some of them take things a little more seriously. I would call this part of the motivation process.

The unexpected, and often unexpected responses and questions from students is often what makes teaching interesting - the idea that teaching should be strictly by the numbers does not provide for a flexible and interesting environment in my opinion.

As I completed module one, it is obvious to me that a large majority of this is common sense .. having stated that, it occurs to me that in the heat of battle we tend to forget some of that we already know. However, college professors are not required to have a "degree in (insert subject of your choice) education", and have missed the opportunity to be exposed to teaching courses and methodologies that others may have had.

Ok... how many of us can recite this: "This little piggy went to market..." We all know the story even though we have not uttered these words for years. When we learned these words we were engauged and having fun. A very powerful and elemental part of being an instructor is generating the students feelings of wanting to be there and upset when they have to miss due to unforseen circumstances. The Pygmyillon effect is a broad spectrum tool that is easily forgotten. As an instructor adopt the philosophy of "build it and they will come" attitude to making class engauging and challenging.

Technologies in some ways complicates our lives yet enhances the learning outcomes for our students. As witnessed in the adult learner classrooms, any attempt to incorporate technologies into the learning process is met with great excitement on behalf of the student. Gone are the days of litographs and overhead projectors; to get a students attention today and FACILITATE THEIR LEARNING, smart phones, Ipads/pods/phones have become the new medium of learning. You can run an experiment simply by providing directions on a sheet of paper for one half of the class and send the others the exact same information via email or text... guess who remembers the subject or proceedure... As instructors we need to stay abreast of new technologies and find the life-long learning process ourselves. :)

I believe that as instructors we know how important it is for our students to be comfortable in the learning space. It is no different than designing YOUR space at home, the office or wherever you want to feel comfortable and at ease with the world around you. I know instructors who spend thousands of dollars on creating their own sanctuary at home yet have the leanest starkest exisitance of a classroom. As much if not more thought and energy should be brought forward to the classroom inviting students into the learning sanctuary. Color, music, invigorating visuals all play a critical point in this method. My favorite tool is to write a daily quoate on the whiteboard based off of the previous days "feelings" about the class topic. It is always handwritten and it is something that is immediately noticed should I not create one, at which time I generate one about how the world perceives simple items... for example; We are all born with love, fear is what we learn. I find my students writing every quoate down no matter what it's direction is for we can all find relavance in what ever the saying is.

From past experiences it is easy to be the "bully" teacher stating you must learn this and I know more than you. This expereince however has also sparked the movement that I now share, we all have a clear image of what we want out of a course including the instructors, the students hold preconcieved notions as to the desired outcomes and falling short of recieving these outcomes become disconnected with the class and the subject. As an instructor one can make the impact real for each and every student by finding relavency to each student. Admit when you are unsure, incorrect or have misspoken; this makes you a real person, students learn at an elevated rate when they can relate to the insructor. I tend to favor the interactive debates methods of group involvement encouraging everyone to chime in on a subject matter often by providing a controversal element to the discussion, this method invites even the quitest of wall flowers to rally behind one side or the other.

There seems to be ongoing debate as to the fairness of utilizing tests and assessments with true or false questions, matching, fill-ins, and essay questions, as opposed to straight multiple choice questions. In this instructor's opinion, multiple choice tests do not accurtely test the knowledge of students. There are times when diagramming, matching, outlining and even sequencing are necessary in order to demonstrate understanding of a concept or methodology. Does anyone have any suggestions on how to incorporate sequencing and process flows into multiple choice tests?

Student feedback is important to me, and assessments are one way to obtain that feedback. I think that with assessments, students are provided the opportunity to relate their thoughts and opinions about the course material and delivery methods. Importantly however, the learning assessment questions must lead to answers which are measurable, and the questions should be correlated with objectives and goals outlined for the course. An assessment should allow a brief "non-measurable" comment for the students, to express generalized likes or dislikes about the course. Student likes and dislikes should not weight too heavily on the instructor; there remains the need to substantiate any serious student complaints or grievances about the instructor. Finally, the instructors should be able to utilize the results of the assessments to improve upon their strategies and methods for teaching. Incorporating assessment results into future instruction is not an easy task. Does anyone have a few suggestions on how to accomplish this?

Upon determining the student's individual learning styles, the instructor can either cater to the learning styles of the students or assist the students with developing additional learning styles. FOr instance, students who prefer to read, should also become adept at outlining, report writing, making flash cards, etc. During the last course I instructed, I made it a point to include outlining for almost every chapter covered. Many of the students objected at first, however was not surprised when students began relating to me that outlining helped them organize information and structur imformation better, and of course the outlining made studying mush easier. I have been considering adapting case studies into learning aids, has anyone achieved success with case studies as learning aids?

One of the major mistakes that instructors can make in the classroom is to consistently teach course content without varying their teaching techniques. The term "andragogy" means "the art or science of teaching adults." According to that definition, then if we are to be effective instructors, then we need to become in essence, "artists." Mortimer Ardler states “The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as we continue to live.” Our objective as instructors should be to encourage and participate in the continuous learning of our students.

As an adjunct instructor whether it be online or in a traditional classroom setting, it is imperative to provide students with a positive first impression. If a student's first impression of you is positive, you established the necessary credibility to move forward in the student - instructor relationship. However, if a student's first impression is a negative one, it will be very difficult to earn the student's trust. Suzanne Summers stated that "It's not what you wear, it's how you present yourself that determines what your first impression will be."

How important is it to do things in the order listed in the "game" for this module? I know that some things should come before others (introductions before in depth discussion of the course requirements) but I found that many of the things in the list seemed a give or take for which comes first. Is it really important to discuss my accessibility before I take attendance? Or to show the text before I give a course overview?

As an adjunct instructor that teaches both campus-based as well as online courses, I find that selecting supplemental materials for each course is just as important as the course text itself. In fact, I've discovered that adult students are typically more interested in articles that share relevant business experiences rather an some dry information in a textbook. Do you have any recommendations regarding sources where instructors can locate supplemental materials?

I like the info that you do not have to always be the expert. Students do bring many things to the table.