I really like self evaluation; it gives students the chance to be self critical, it encourages them to take ownership of their actions, it allows them to “save face” and many other positive attributes. What I am not quite sure about however, is using their self analysis as final grading data. In short, very good students tend to be overly self critical in a learning environment, and less hard working students tend to be very generous toward self grading. Although I find it a useful tool and a good measure of a students overall awareness, I think it can go in the wrong direction in the end. How do you bother to ask for self analysis and still find it accurate?

my classes have students with multiple career goals I try to anticipate their interests on several levels assigning tasks in a way to keep their interest ..important to be aware of individual needs and not group students as each student has own history of past experiences to bring to class activities..

I preefer students brainstorm to share ideas as to how best to respond to assignments when not sure of themselves

classroom actiivities for me do not involve games..my needs for students are entirely different

Since my class covers basics of design color is an element that must be integrated into my curriculum focus....ttherefore. color is seen as essential to communication of ideas..and..thru vvisual aids relative to color wheel format and harmony use in design, students learn the value of this tool. I bring in examples of artwwork where color is varied..from Fauves to Impressionism..folow up with field trips where color combines with other aspects of design. Students become aware of the psychological as well as physical use of color.

I think that it is very important to understand each students way of learning, but I stuggle with my hands on learners. I teach in a veterinary technology program, and I find that much of my classes are hands on, and my students love that, but when it comes to the technical aspects that they have to memorize for a national boards, I find that these students struggle in recalling the important information. Does anybody have any ideas as to how address this difficulty.

When I do my demo (usually of meat fabrication that sometimes takes a bit of idol time) I ask questions about what they were suppose to read last night and bring up points that I know will be on the test(s). Occassionally I'll get the deer in headlights look from them so I'll say ok "let's start at the beginning" So instead of just telling them the answer, or telling them they need to go read about it, I go back to a point that I know they know (backtrack basically)and start asking them questions that they know/ can figure out and let them lead themselves to answer my original question (with a little help from me if needed).

Would like to see more organization topics.

In addition to visuals, I always ask questions in the following class on what we covered. For example, I'll ask how the procedure is done of the demo that I did previously did. In this case, the student supplies the answer to me and to the rest of the class. If he or she doesn't know the answer, I ask another student. In rare cases, if no one knows the answer, I reapeat the demo and then have them show me how it's done on the computer.

Finding and utilizing effective tactics that correspond with each learning style is definitely important in classroom presentation. However, it is just as important for students to be able to learn regardless of what learning style is being used by the presenter of that new information. The learner will undoubtedly at some point have to grasp new topics in their professional careers that will be presented in a style that may not be their preferred learning style.

Learning activities greatly enhance learning and student involvement. While teaching a course in Leadership Development, I had the students create their own business - from CEO on down. This involvement gave each individual a sense of importance in the class as well as developing their learning for leadership and social skills.

Having taught several drawing classes in the past, I found it to be beneficial for the student to listen to softly played classical music. They seem to take their time and be more creative.

Since teaching constantly changing software programs, it is vital to learn all of the upgrades assosciated with a particular program.

I like to use a little of each method, especially when there is a varity of learning styles is in a group.

What would be the proper length of a test to gauge a student's comprehension?

My biggest challenge when I teach a new class 'Conversational Spanish' is to keep the Spanish speakers engaged. I found that by giving them team building roles and leadership roles in the classroom, they are able to focus on non-spanish speakers that do need help. Since I speak a little Italian, I also teach the Spanish speakers some Italian as it is very close to Spanish and they can relate. ~Louis

In my Conversational Spanish class for culinary arts students, I take the Spanish speakers and have them lead a group of non-Spanish speakers and go through exercises on the workbook. I often will switch out the 'leads' so that students can listen to different accents of Spanish speakers in the classroom. We discuss words and phrases that you will hear in the kitchen (minus the cursing and bad words of course). Students find it informative and fun when I do exercises like this because it also helps them with their Spanish plus get to know the people in their group. ~Louis

What is the best national, professional education organization/association for faculty to join? Connecting with professional associations is essential for professional development. Thank you in advance for sharing your expertise.

I always like to keep on moving in class as I lecture when not using a PowerPoint presentation. The students keep their eyes on me and their attention as well. In the beginning of class, I give all students the ability (using a rubber spider, which is passed along), to call on another student for discussions by engaging that student into the discussion and this helps with the flow as well. So constant movement in the classroom is necessary as many feel that 'academics' is a place where they can fall asleep and relax outside of the lab environment. ~Louis

How frequently should these types of assesments occur? One would assume that if it is really frequent then it would take away time from teaching. Also, aren't tests and assignments supposed to gauge how students are processing the information?