I understand this concept, but it seems starting at the building blocks of a subject and add to the information as you teach seems to be a logical way of teaching.

In every class there are the quiet ones and the loud, know-all atudents.

I really like the idea of students wrtiting questions they are afraid to ask on notecards, and after break go over

them and provide answers.

When I think back to the best teachers I had they all had this interactive style even though that wasn't taught to them or expected back inthe day.  It was sit and listen to the lecture or you are disrespectful

I am interested in being a Facilitator of a flipped classroom. Also, I am relieved to know that I do not need to flip my classroom all at one time. Most of all, what I think what will help me is to hear/read testimonies/experiences from Instructors that are already flipping the classroom. What are their suggestions/feedback?

How would you capture and filter a packet?

Every class has its' own specific environment, not necessarly coordinated by the instructor. Some classes are loud and boistrous; others are very quiet and not very responsive. What are your suggestions for students, in a class as a whole, have difficulty participating and to get students to participate. These are the classes where essentially no one can answer a question or  cannot use critical thinking skills to answer a question. Perhaps this is a group speak phenomena.  

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Hello! I am brand new, and will be teaching my first solo class starting with Term 1 (next week). I have some ideas of how to keep the class moving, but from those of you who are more seasoned, what are some of your favorite things to do? Videos? Question and Answer Sessions? Games? Just curious and would love some additional ideas! Thanks!

cell phones create a distraction in healthcare

I am a new instructor who wants to improve and be prepare for my students. So, tell me with all the things you have to prepare for as an instructor how one jungle or should I said priorities to be prepared for the first day of meeting the students. I do know first impression is everlasting.

As a student who learns better through self quided materials, this concept really sparks an interest with me.  What have been your best/most used tools for pre-recorded lectures.

I have been trying different methods to see what works best for my students.  I have a lesson plan suggesting that I have students complete an activity in small groups.  Today, I presented the activity and suggested they work in small groups.  Since the students seemed to sit there passively, I decided to assign groups.  After I did this, one student logged off the computer, gathered her things, and simply walked out of class.  I have not heard from her since.

Apparently this student is uncomfortable or disinterested in working in groups.  I guess I won't know until she contacts me or I see her in class again so I can ask her.  I briefly considered contacting her by text message; but I decided not to, thinking that her walking out without even telling me why was unprofessional/rude behavior which I shouldn't encourage by chasing after her.

Anyway, after she left, the whole activity broke down.  A couple of students did the activity on their own, and others seemed lost.

Any advice regarding (a) dealing with the student who left, and (b) how to handle an activity like this in the future?

Thanks.

I think it is a great idea to read all the essays of the class before grading and follow up by going back and grading without student identity attached.  I question how practical this is with students anxious to receive feedback and their grades as soon as possible.  Considering the workload I doubt very many teachers will do this even though it is the ideal. 

I learned their are different styles the way students learn information.  As a librarian, I will use the ones best suited to help students reach their full potential.    

We all have some type of disabilites,  learning what they  are abd how we can overcome them is the answer them

How would flipping be implemented when required technology is not available?

What is your opinion as to which (generally speaking) is the highest level faculty should expect a PTA student to achieve and why? (Please identify your discipline / profession if you reply)

My preliminary input:

I am PT, PhD and taught PT & OT students in entry-level curriculums and PT students in post-entry level curriculums. I am now instructing PTA students in entry-level curriculum. Given my experience, I would answer the first part of my question "the evaluation level" in certain areas, such as choosing a specific treatment when provided a list. My rationale, the PTA must evaluate what they have done or a variety of ways to solve a problem (select the most appropriate exercise) and determine, typically through some criteria, the best method to solve the problem (select the most appropriate exercise). In other areas, however - such as developing a PT plan of care, I think it is appropriate for PTAs to be limited to the comprehension level. That is, recognize their limitations secondary to the simple fact that they did not complete PT school nor pass the PT Boards. In other words, why would PTA or even the supervising PT regard that s/he is qualified to assess the competency of a non-licensed PT to establish an appropriate (eg safe, effective, reasonable, etc) PT POC?

Reference : Blooms Taxonomy definitions of level:

• The knowledge level students can define terms.

• The comprehension level takes it up one level where students can work assigned problems and provide examples of what they have done. Therefore, they can demonstrate understanding of the facts learned at the knowledge level. At the application level, the students recognize what methods are appropriate to use to solve problems and they can use the method appropriately – hence applying knowledge to actual situations.

• Analysis is a higher level than application as the students can analyze what they have done while implementing a method to solve a problem, and more importantly, be able to explain to others why the solution process works. Therefore, students can break down objects/ideas into simpler parts.

• At the synthesis level, students can begin to combine different parts of a process in new and useful ways.

• At the top level, evaluation, students can evaluate what they have done or a variety of ways to solve a problem and determine, typically through some criteria, the best method to solve the problem.

What was your worst fear when creating an active learning activity?

What was your worst first day ever?

I have a Field Trip presentation on Voicethread for the Field Trip. Students remark about seeing the information on the slides, and listening to the comments I make during the presentation about these slides. I think for everyone in general, watching a video is relaxing, and easy listening. I love that it is a way to facilitate learning.