Outstanding material. Is it mostly used in career colleges or is it used in other public sectors?

Our classes are primarily demonstrations, after which the students then go and do what we did. At this point in time they are at the intermediate point in their education, so some of the things they are doing, they have done before. My question is some of our visual learners do not "get it" unless they see each and every piece of a demo, but the majority of the class elects for us to not re-demo some items. Any suggestions on how to help the slower ones. I do go work with them individually, but what else can I suggest to help them

The outline of the complete range of tests was informative because it was totally comprehensive and defined the boundries of types with contributions achievable that are available; it also objectively listed the chartacteristics and strengths of each.

questioning serves as a baseling for where to start with the students and their knowledge.

We teach them on their second day what learning style they are, which helps them in the long run

Sometimes instead of starting with an example as an attention grabber - I like to end a lecture topic by asking students if they know of any recent news items that deal with our subject. Usually if you are in the field there are a couple examples within the last few weeks that made the headlines. The discussion usually sucks them back in and peaks their interest as the attention was waning.

I have a problem winnowing down the amount of support materials I hand out to my students. I find that I have so many great resources available to supplement the required texts, etc, that I can't resist sharing most or all of them with my students. I'm afraid I overload them with information, leading to a less in-depth understanding of the material, versus my intent of showing them the material from multiple different authors/perspectives. The problem is my students just don't seem to have the time, and they want me to give them "just the facts, ma'am" that they absolutely need to know in order to pass the course. I believe students need to have multiple resources to really absorb material well, but I see the point of having too much "stuff" to filter through. How do I approach this appropriately?

I agree wholeheartedly with the message put forth in this unit that soft skills are the difference between mere competency and the ability to advance. Therefore, it becomes more and more important to couple a practical competency with a soft skill competency. I will try to do this, for example, by paring a cooking exercise with a purchase requisition or a recipe with a cost analysis.

This module seems to focus around ground based courses. I would suggest it include online and hybrid methods. Nearly all progressive organizations have a hybrid component to their courses. Teaching online requires the instructor and the learner to be disciplined, communicate and very carefully structure/organize the course and assignments.

One real key point that should be included and emphasized is when crafting the course and program as well we cannot forget that students get bored very quickly with death by powerpoint presentations. We must develop the course to include practical application and with as much student participation as possible. In the future, participatory learning will be critical.

I have to cover several chapters during each class period. This makes it difficult to have group activities and mini-lectures. How can I maximize student learning and interest if I can't avoid lecture-format classes?

Is it a way to be sure that quiz is fair and way to even out test that isn't fairly written or material not successfully explain in class. Helps to even out what is expected to what was really understood by the students.

I have heard from multiple people including this course to not lecture for more than 20 min at a time. My questions is if you have a subject that you are covering that requires more than 20 min to cover it what do you typically do? Do you stop in the middle move onto something else and then pick up the topic again?

As a relatively new instructor (1 year), here are my two biggest challenges / thoughts: 1. I am continually concerned with the lack of true education in the college classroom these days. I would argue that getting a college degree is (for most) an exercise of time management versus gaining a true understanding of the subject they are learning. I have seen in both my students and (as) a student the weak grading scales, the limited amount of homework, the "subjective" grading used quite liberally and the overall lack of quality students advancing through college programs. I've even spoken to vice presidents and department heads at various colleges & universities about this issue as a student and was told "professors simply don't feel comfortable grading and sometimes that leads to higher grades". How can I find a balance of challenging these, what I would define as "norms" for today's college experience, by pushing the students harder; while not overstepping what an institution would define as "excessive" work or "expecting too much of 'our' student population"? 2. In my limited experience (learning & teaching), new faculty seem to be hired and "released" to teach without a true mentor to guide them in best practice, college norms, "unwritten rules", etc. It's one thing to continually go to your Dean for guidance, but it's another thing to be formally connected to another more senior instructor that isn't your "boss", but instead is (or could be) a guide. I believe the guidance and mentorship would be extremely beneficial in building exceptional new instructors, retention and feeling an overall sense of connection to your instutition. I'm not sure what the question is here, but I guess I'm wondering what other institutions do (if anything)?

I have found that time and preparation are the key to classroon lecture and/or demos, knowing the sudject matter and refinement of the subject matter will greatly enhance the students abilty to grasp the subject.

In looking at many of these responses, almost all that I've read seem to be about the physical or technological environment. But the single most important component of the classroom environment is mostly conspicuous by its absence. The most important aspect of any learning environment are the students themselves. Never, ever forget that otherwise intelligent & resourceful minds can be easily shut down by the social atmosphere & you might not even be aware of it. Many students are eager to learn & to ask questions, but are so afraid of how they appear to their classmates that they'll never raise an issue. Sometimes one narcissistic student can completely sabotage a session with an attitude that you weren't prepared to deal with. Here's an idea to try opening the floor for questions. Find a couple students in each class who are out-going. They don't have to be especially smart or natural leaders. In fact, this may often work better if they're not especially gifted. Give each one or two questions to ask during the lecture (or their own should they have any), just to get the proverbial "ball rolling." The reason it's good if they're not always gifted is that one needs to see that any student can ask a question. Of course, make sure that you have an answer prepared for any question that you've planted, or at the least, one that you can easily field. Handling a hostile or self-centered alpha-male (or -female) on the fly is not something that I'm really good at. (If it's not too egregious, I like to wait until I can get him or her in private.) So, I'm going to try carrying a set of yellow & red penalty cards (like in soccer) next term, just in case. Any other ideas about solving this problem? Any other problems in the classroom social setting that you've encountered?

this would mean what needs to be assessed towards the end of the session or cirriculum to see how much skill is aquired then why is there formative to process an ongoing elaluation?

From my experience and training we can enhance learning by meeting and exceeding student expectations. However we cannot exceed them unless we have laid the foundation first. For example I try to organize my class materials and our Learning Management System in such a fashion that it is very easy to navigate and has all the materials necessary for a student to be successful. I provide examples of excellent work (where possible) and very clear and short directions. This serves two purposes. First it takes pressure off the students because they can proceed with confidence on an assignment. And second, students can then concentrate on learning the subject matter and not wonder if they are “on the right track”. I answer far fewer questions and may then focus on the course requirements and really add value to the students and class room time.

I spend more than double the time planning than teaching--at least when it's a new class. Is this ratio really off?

Let's face it, right after the midterm, students and faculty alike sometimes hit a wall, and don't put as much effort into their class as the beginning of the term. The excitement is gone, and the final is far enough away that they can't see the 'end is near'. It's very frustrating to see adjunct faculty dismissing their classes so early. What happened? Don't they realize they are cheating the students? These faculty don't realize they are not doing the students any favors, on the contrary, they are putting the students and the institution in jeopardy.