What is the best technique you have used to engage students?

Proper preparations prevents piss poor performance. This mantra was drilled into me at a young age and is appropriate and part of my instructional DNA. A simple concept...all should adhere to it!

i have been doing this for 6 years now, and the one major thing i have learnd is that no matter what the students learning style is, 3 weeks is not enough time to help them baised on there learning style. i wish i had more time.

What is your most effective student group technique? How do you evaluate their work? As a group or individually? Why?

I find in my teaching environment that the best way for my students to learn is to do. A majority of my students have a language barrier issue which is challenging to us all. Once we get into our production mode things start to click when I can have them mirror my demonstration.

I find that eye contact with each students is a very effective way to include them in the lecture/discussion. It draws their interest to stay focus and interested in the content.

Give examples of activities or questions that involve critical thinking in a course that you are currently teaching.

Give examples of activities or questions that involve critical thinking in a course that you are currently teaching.

Give examples of activities or questions that involve analytical thinking in a course that you are currently teaching.

Consider a topic that you usually present using a pure lecture approach. Discuss ways you could make students more active learners during such lessons.

Consider a topic that you usually present using a pure lecture approach. Discuss ways you could make students more active learners during such lessons.

What do you feel the best learning style is for today's youth?

What would be the best way to get full participation in a group which only one person who is always asking the questions.

By learning the student learning styles, it provides a better class format by maximizing the interest and success rate among the students.

We are provided with the syllabus from our parent campus. I believe that the key is even if everyone has the same syllabus you need to make it your own through the use of a perpectus. Also you need follow through, for example don't list activities if they are not really going to be taken place within the course. For instance, don't tell your students you will have a guest speaker and never have one show up or you don't have time for one within the course. Don't set dates for tests and move them to other dates; this will tend to lose the students and thier confidence.

I feel as an Instructor that I owe it to my students to help them grasp the material covered in class. One thing that we do to help students with learning disabilities is to read tests to them.

I have a various group of students. They can range from having just completed High School to having been out of school for 30+ years. Using concepts and stories that both groups can relate to allows the entire class to grasp the material covered.

Since I have larger classes 20-40 students, I always break them up into teams when working on their recipes or lab projects. I have found that this does wonders for their individual contribution to the project. They master the concept a lot faster.

I can sometimes have up to 40 students and I have found that by walking around my classroom it keeps my students engaged. They are more likely to speak up and ask or answer a question when I am closer to them instead of having to shout it out to the other end of the room.

The conscious awareness of the preferred learning style is paramount for learner success. This fact is well known with educators. What is not so well known is the various modes of learning as they relate to Bloom's Revised Taxonomy. Higher order learning skills run from the lowest "knowing" to the highest "creating." (Creating was formerly systhesis and #2.) All of this basically reflects the complexity of brain function in a given cognitive situation. This taxonomy is also relevant to the other realms such as psychomotor. The emotive area is intertwined into the other two but is often ignored by educators. How can this relate to learning styles? "Learning styles" is only one side of the coin so to speak; the other side is taking the student to higher order thinking with will help retention also. +David Leon Cooper, MS (Ed Adm)