I have students work in groups of two on assingments to review patient chart notes and abstract the key words to choose the correct diagnosis for each patient. But I would like some help in this area.

Most of my class sizes are very small from 3-8 students. It is hard keeping them all motivated. Anyone have any tips?

Yes it is true that we have less time now and seem to be covering the same amount of material. I must say that the best way to cover the material in the time frame is to be as organized as possible. Pre writing the days schedule on the board at the end of the day for the next gives the student a head start on what we will be expecting of them. Hopefully they will review the material the day before so the time can be used as effectively as possible.

What are some techniques to use with students that consistently answers open and closed questions incorrectly? The student tries very hard but usually is in left field with some of the answers. What do you suggest?

Would assessing skills by discussion as a group work in the medical diagnostic field? It demands everyone's participation because the technical or skill time is total participation per student, and by group assessment via discussion, all students benefit with what to do, and what not to do to perform the skill. Benefits are learning the equipment, improving hands on skills as well as learning protocols for exam. please comment as to whether or not this is set up for failure for students who are for example "shy". Sarah

I have not yet begun teaching, my question is, can we as a group in class (instructor and students)observe individual students while scanning, assess or critique how they are developing cardiovascular ultrasound skills? Or am I setting a student up for failure if they are not grasping concepts as quickly as others? Can this technique be used early in the laboratory (level 1) as opposed to later (Level 4), or vice versa? I view this technique as steps toward peer review and career relationships, working alongside a physician. Sarah

I think in order for the students to stay focus on your discussion is first you as a teacher have to assessed first their knowledge of the subject, some students might not be interested because they already know that subject matter. Is there anything else you might want to add on this topic?

During class room observations I have noticed a lack of white board usage, especially with question and answer. I now understand why I see this as an issue, I am a visual learner, white boards can be used as a visual tool as well as a support tool. Motivation towards participation for those students lacking, praising the student with a correct answer as well as confirming the correct answer, to "take notes". I also see the board as a tool for students to write their answers, discuss all answers, get involved. Sarah

I always wanted to know is it regional or is nationally accepted to address students by their first name or last name?

When working with a student that is a bit slow on catching on to the subject, I find that my focusing on their strenghts helps them to improve all around. They find the subject more interesting and ask more questions.

be prepared stay focused just try no excuses PG respect all think positive no hating or snithching rules are subect to change at any time!

I agree with everything this course covers. Motivation on the collegiate level is one of the most important factors today. Of course there are many outside factors, such as life, that can keep todays students down and unproductive. Touching out and providing relevant examples has always worked for me. Students can relate and see that they process many of the same problem solving skills to get over these hurdles. They just need a kick-start to get out of it.

I have students doing a project in groups of 3, they do research create a powerpoint and also 2 page report and they split the work between the 3 of them and also one leads the project and delegates to the other students. They practice teamwork and the information to present in class.

creating assessments befor, during, and after while teaching a unit is very effective. before the unit being taugh, assessment of the students allow the teacher to know what the student already know and therefore aids the teacher to focus their lesson plan around what the student needs to know, during the teaching of the unit it is also important to assess the student to insure the level of comprehension and understanding of the subject being taught and lastly, assessment after the unit allows the teacher to know how well the student learned the infomration.

The teacher and student work together to assess the student’s knowledge, what she/he needs to learn to improve and extend this knowledge, and how the student can best get to that point.

questioning students is a great method to assess the student's level of understanding, In many cases students shed new light on a subject with their questions/answers by approaching the subject from a totally unexpected angle. This can often result in new answers or creative thought, and this subsequently leads to expansion of everyone’s (especially the educator’s) knowledge of the subject. it's always encourgable to respond positively to all answers given.

there is no one "right" way to teach, so understanding both students’ learning preferences and one’s own teaching style can greatly enhance any course,

How do you get the students to understand you are there as a instructor and not look at your age?

I teach Algebra online, and many students [older ones, especially] think they just can't understand Algebra. They have been through it before. So I try to change that outlook. The online chat is recorded and archived for the students who don't attend the live chat. So I always listen to part of the archive to see how it sounds [no video - just mike]. I look for technical improvements needed such as changes in volume and distortion, and background noise. Then I listen to my speaking style, to monitor how effectively I am speaking. Students like to know I'm human, so every class [NOT intentionally!] I make at least one mistake while solving problems writing on the powerpoint slides. When this happens, I do not try to move on, but instead, make a big point of the error, how it happened and how to correct it. I especially like it if a student corrects me before I realize there is an error! I commend that student. I point out that its very easy to make mistakes [see, here is one!] and that they have to be careful as they solve a problem, and they have to check their work for correctness after the fact. Watching the archive helps me "tune" my speaking style so that students want to hear what I have to say, and want to learn. Attitude and drive are the prime motivators to learn. I try to make the classroom attitude positive and enjoyable. Then I can explain the Algebra and techniques to a student who thinks that maybe they can understand it finally!

This is a website that I picked up that has some very good videos concerning the topics in this course. http://hbsp.harvard.edu/multimedia/pcl/pcl_index.html