I find covering such a vast subject in such a short amount of time is easier when the students test frequently. Short exams followed by a summative exams that serve as the midterm and final exam, each of them comprehensive and cumulative. This helps reiterate the information and the students are able to keep track of their progress as mentioned in the exercise.

In the classroom I, personally speaking as a student, have always preferred an open forum type of setting, where the teaching is more discussion based. I find this to be the most effective since it brings in the perspective of the peers as well as creates an interaction between the teacher and student. Needless to say, teaching a subject that relies so heavily on facts, I implement this same technique and it seems to work very well!

Teaching pharmacology has been challenging but also enjoyable. The exercise and tutorials make a lot of sense because I find myself using multiple styles in relaying a tremendous amount of information to the students in a very short amount of time. Between lectures, powerpoints, videos, doing hands on projects, and memorization of drugs and various mechanisms of actions on the body, I find that it not only keeps the information from becoming monotonous, but provides a lot of variety for the student and myself. More importantly though, when it comes time for the students to take their board exams, I've had a number of them come to me after finishing and comment on the different methods they use to recall the information to answer a specific question! I really enjoyed this exercise!

Some students seem to view their disability as a great shame or embarrassment. How do you get passed that to address the issues?

This course was extremely useful, possibly one of the best courses I have taken from Max Knowledge so far. Questions are a huge part of the classroom. This course taught me about the major categories or types of questions. Every time I ask a question in class I categorize the question in my mind, then analyze how the student answered the question. It turns out that what I learned form this module is right on. Asking questions in certain ways is very important for student success. As a teacher, knowing about the categories of questions is extremely important, so that questions can be asked with intelligence and with a particular goal in mind. Thank you.

What is the best way to organize my lecture notes so it doesn't seem like I'm reading too much? Other than memorizing the whole lecture.

Module 2 seems to be directly applicable to the subject of computer programming. I would say that it applies at two levels. First, you can use it to reinforce the initial presentation of a programming technique, such as a loop, by encouraging the students to offer examples of how a loop might be applied, and speculate as to what the code might look like (with the understanding at that point that it doesn't have to be perfect). During an exercise learning phase, the technique could come up again. Students working on exercises will make mistakes, and an instructor could look at those errors and use them as an opportunity to ask questions and engage the learner. Figuring out what's wrong with a program is a core component of learning how to program, and if the instructor simply supplies the answer then the student learns very little. But if the instructor asks questions, gives hints and suggestions, and leads the learner to the answer, then the student will be better able to apply the technique to another problem later on. Thus real learning has taken place.

Programming tests can include multiple choice, true/false, and similar questions to cover the basic techniques. But these would not be comprehensive because the student may have learned the syntax but not be able to apply the technique to a real problem. Programming tests need to include scenario type questions, which call for the student to apply techniques. In my experience these type questions should not be "all or nothing", but should be itemized, with individual scores indicated for each accomplishment.

I agree with many of the posters here in saying that CATs are valuable. I think the instructor has to be careful to ensure that the content matches the delivered material, first and foremost. I think CATs can be applied to subjects related to computer programming. One of the interesting implications here is actually in the environment itself. Most programming is taught in an integrated development environment (IDE) such as Visual Studio. Students come to rely upon aids built into these IDEs, which act like spelling checkers but which straighten out mistakes in your code. Having the student focus on their code in the unfamiliar environment of a CAT might ensure that the student has actually learned the correct syntax and methodology, and aren't just relying upon the IDE.

I think it's interesting to consider how this may be applied to the teaching of computer programming. There's very little that needs to be memorized, and most of the learning process revolves around applying techniques to a problem the student has never seen before. As such, the usual approaches of visual and auditory presentation, while briefly important in presenting the basic techniques, aren't really central to the learning process. It only takes five minutes to give a learner the basic syntax of a loop. But it will take hours of practice for most learners to figure out how to use them. This raises several questions in my mind: 1) Are presentation techniques still relevant in the teaching of computer programming? 2) Could there be some applicability specifically to the types of exercises presented and how they are assigned and approached by the students? 3) Could there be other factors involved besides audible, visual, or written word that apply specifically to the teaching of computer programming? Any thoughts are appreciated!

The key is to make eye contact without looking like you are trying to look into their souls.

it helps students to get involved in class materials and enhance quick retention of medical information,keeps memory active.

Sometimes I break students into small groups to outline and discuss certain concepts from the text. Then, we discuss the concepts as a class. One student in each group tends to dominate the feedback given to the rest of the class. How do I encourage the others to participate without putting them on the spot?

I find that my tone of voice is more important than movement in keeping my students engaged. I do move around the room, but am limited by the fact that my seminar courses generally have only about 10 students. I feel like too much movement is distracting for them. I do, however, sometimes sit in front of them or with them (in a circle). This really seems to engage them. Do others with small classes have this experience as well?

Much has been written about how our students learn. Most of us are very familiar with the visual, auditor, and tactile learners. I have found in my experience if we as instructors involve students in four distinct ways in each class, it is a recipie for their success. These four ways are in each class designing presentations to ensure for writing, reading, participation, and engagement in activities. Not only will you increase the probability of your student's success, but you will be a much more effective instructor

Having and using a "to do" on the first day cannot be overemphasized. It will do a couple things. First you will be reasonably assured you have covered all important material. Second, it will provide your students the needed time and information with which to feel comfortable and will hopefull help them persist. Clearly, there are other benefits as well.

As a new instructor, I found it quite scary to be in front of a large class. Also, I was limited to the corner of the room because of my power point presentations. I had to be able to click the mouse on the computer to advance a slide. So what happened? I bought myself a wireless mouse. Now I can move around the room when I speak. I find that some students learn better if they can see the instructor better. It has helped several of my students who sit near the back. It also is helping me with several problem students (talkers/sleepers) because I can lecture near them to prevent these behaviors.

Lately, I have experienced that the number of students that need constant positive feedback from me as instructor has increased. I do believe in positive feedback can make a big difference for a student. Sometimes a poor performance of a student is not based on the fact that he is not capable of understanding the material.

When we are repeating information is there any technique that works better than other? I use repetition daily in class to let the students know how important is the material covered. However, I had encounter a particular problem. I have been told a couple times by students that please do not repeat anymore the information because "they are not dumb". Any suggestions?

No matter which type of assessment methods you use it is important that they are structured in a way to force the students to engage in decision making and problem solving which is what they will be required in the outside world. J. E. Wright