I really find that playing a game called Taboo, which is on the line of translation, I find how well they can descibe a term or conept in their own words to another student.

I have incorporated verbal reports, having a student teach a one subject in the class,& open discussions. But I have some subjects I am just not sure how to get away from lectures. I personally do not like lecture classes, but haven't found away of changing them. Any other suggestions?

Please write 1 closed question you ask students that is specific to your class. Then rewrite the question so that it becomes a specific type of open question. Please state the type of open question it has become (comparison, extrapolation, translation, interpretation, application, or procedural).

What comes first the syllabus or the course outline? Any thoughts on this?

Can you suggest any effective Professional Development Resources for experienced teachers?

"Schoolhouse Rock" made such an impression upon me growing up that I have created my own songs that I incorporate into my lectures. I think I will also add a little "mood" music for our reviews and play it again before the test to see how that increases their retention and ability to recall the information.

what are your thoughts on dealing with cronic late comers by startin the class on group projects and rewarding the groups who have full attendance

I teach math and for most students, the topics are usually dull and boring. So, what I always try to do is first teach he subject, and then show what it means to the students. For medical tech students, how the topic relates to them; for dental tech, what it means to them,; etc. This obviously requires that I understand a little about each program being taught at the school, but that's a small price for me to pay to make the class more relavent to each and every student. Usually, the students appreciate the interest in their specific programs, and the participation and positive questions follow. The students don't claim to love math, but they do seem to respect me, which for me is half the battle in keeping them coming to class.

Write 3 questions you ask students, that are specific to your class. Then rewrite each question so that it becomes a specific type of open question. Please state the type of open question it has become (comparison, extrapolation, translation, interpretation or application).

I was just thinking about instructors I've had in the past that relied too heavily on the curriculum given by the institution or college. While a curriculum is important to follow, the instructors that mereely followed the curriculum seemed uninspired. The instrutors that stood out in my mind always went above and beyond and included supplemental materials. The supplemental materials and additional learning activities expanded on the curriculum and displayed the instructor's enthusiasm towards the subject. When an instructor is enthusiastic and inspired, it is contagious and motivates the students.

...I really liked wht Prof. Garvin said in his video. The first two weeks students really do feel like they Are the comments they make in class. This can be difficult. By reassuring and encouraging them, even when their answers may be half-truths, we are propping them up for success.

Retention through memory is very hard. I try and explain to students that memorizing answers just for the sake of "test" is invalid. Learn the material thoroughly before memorizing. Learn it to where you can explain your answers in your own words to where it makes sense. This way you are learning it for future use,and not just for the present test.

I think as far as learning goes, it is important to realize everyone is different. It is important to see that instructors need to do their part in accomodating in general.So be available for the students in case of any problems, but the teaching should be understandable to all.

I think the more interactive a class is, the more exciting it can be. It is important to realize that some of these students are physically, emotionally tired as they come to class. So instead of having a class with a lot of sensory interaction, i try to incorporate verbal interaction. This will enable students to voice their opinions and be interactive.

Using the experiences i get in the field, i try and incorporate it in the classroom. The more, a student can try and imagine "real life situations" the more they will be excited about learning

Two forms of assessment has been proven to be a useful assessment in the ability to help instructors determine their master evaluation plan. Summative and formative assessments, Summative test show how much knowledge a student has obtain in a course and a formative test is an evaluation used to inform the student of their progress. Both test, Summative and / or formative assessment test play a big part of the master evaluation plan an instructor develops.

In light of assessment test the Classroom Assessment Techniques (CAT's) can be helpful as to giving information on how well student are learning in the classroom and be quickly and easily given sometimes only requiring a few minutes for students to complete.

Some times its hard to get feedback from some students but, ask questions and encourage them. Listen carefully to what they are telling you, they want to be heard also. Respond to what the students are saying in a positive fashion by showing the student that their thoughts and voice is of valued in your lab or classroom. When you practice these skills the feedback in the class room should improve.

Encourage students to fill comfortable when responding to questions. Positive reinforcement through praise is always welcomed from a student.

A variety of testing is important I believe so as to call on a broad range of information in different formats. I find that this ensures that the student understands the material but doesn't feel overwhelmed if that particular form of testing is especially difficult. I'll often use a combination of things on a test just to provide some different aspects of learning.