I think it is important to design tests that reflect the material that you covered in class. I also think it is imporant to design tests that use a combination of formats: multiple choice (I affectionately call this format multiple guess), true and false (aka fifty-fifty), and others. In all seriousness, instructors need to be aware of the principles of test design. In addition, I believe that instructors should do item analysis once students take the test; this will show whether or not there were testing issues that compromised the validity and reliability of test questions.

I cannot wait to try some of the CAT strategies introduced in this module and on the website provided in the module. I have used some of the techniques like the minute paper, but I have deviated from incorporating CAT into my classroom. I am thankful this module provided the CAT information. CAT is yet another means of keeping students actively involved in the classroom.

One technique that I use to encourage students to answer questions is the Think - Pair - Share strategy. I will ask a well formulated questions related to the "Learning Objectives for Today" (also known as the LOFT); the LOFT is always posted on the board and given to students in hard copy. After asking the question, I give students 30 seconds to 1 minute to jot down their thoughts and ideas. Then, I instruct students to tell the person sitting next to them what they think, and I allow 30 seconds to 1 minute. After a minute, I then call the students' attention back to me. There will be a noisy buzz while students exchange views, but the result when you ask for their opinions is worth it. Students have already shared their answers, so they are more comfortable sharing answers with the group.

Often, I will receive notice from the office for instructional needs about students with disabilities. I give them more time on tests. I present information in smaller segments to these students. I offer tutoring support in our Resource Center.

The firstday of class I have each student introduce themselves by stating where they are from and what they majoring in. You learn a lot about your students through observation and attentive listening. I take the time to give some extra attention to students whose first language is not English. I also try to assist slow learners with short exercises.

I find putting students in groups helps them to learn and digest new ideas. I use a random process by having them number off. I monitor all the groups by periodically moving from group to group. If you give each student a specific task, they are more likely to work well as a team. Any other ideas for having successful groups?

I like to let the light in the room, by opening all the shades. I come prepared to class with handouts. I walk around the classroom. I try to ask all students questions. I use gestures and voice tone to reinforce key points. I recap major points at the end of a lecture.

I enjoy doin mini lectures. I find that when teaching adults, they seem to like a lot of examples and life experiences.

What type of games will motivate student learning?

Dear Dr. Meers, I teach a five hour class, five days a week (12:00 to 17:00). The students get a ten minute break every 50 min and one 30 minute break. I think it takes too long for the students to get back in focus after their breaks. I notice some of them fading off later in the day. One thing I have learned is to not shut off all the lights during a PowerPoint; this is when they really fall off. I need to grab their attention more effectively! I feel that I am enthusiastic. More student interaction will probably help. Two weeks ago, I announced the day before a quiz that the quiz will be a credit / no credit situation, involving standing in front of the class for three minutes or less to describe a disease process. Half of the class was a no show. On Monday I am going to ask if not wanting to get in front of the class is the reason for their absence. Do you have any other suggestions? Thank you, Keith

Sometimes if I feel I may be losing some students during a lecture I will insert a "war story", from my time in the field, that is relevant to the subject. If I can tell it in a somewhat humorous way, it can bring the students back and maybe show them what it can be like when they are working in the field.

How does music facilitate student learning in the classroom?

On my first day with a new class, when taking roll call, I like to ask each new student what they hope to do after graduating, and incorporate that into class when I call on them in the future.

What are the qualities of an expert instructor?

CATs are the best tools for every instructor to used. I learned a lot from knowing the differences between formative and summative evaluation.

A survey of students interest is most valuable in the formulation of engaging students. Example: In teaching -How to help patients compliance/use of medication device- Visual on screen displays helped to engage the student,deliver the information and show the importance of guiding patients to obtain better outcomes by using medication devices properly.

I think that the delivery of material should be made interesting and throw facts in to make it interesting.Also ask them questions to keep them involved?

Hello, After 23 years in my profession, which did include some teaching, I am now in the classroom for the first time. My students are young adults and have paid a lot of money for this education. There are 14 students in this class in which a few of them sit in the far back of the room, and it turns out that they are the most disruptive. How do I remedy the disruptions so that it is a better learning environment (even for the disruptors), short of introducing discipline? Thank you!

Teaching with fun helps provide an environment where the real fun can occur-in learning. There is great joy in grasping new knowledge while developing and mastering new skills

Listen to the NPR story "Don't Lecture Me"....