I want to talk about VARK and how it improve students learning ability. The first key is to think in terms learns actives not lecture pointes. And think of how our students learn and are able to engage. V.A.R.K. is an acronym that helps understand explain the different way people can learn. VARK stand for Visual, Aural, Read/write, and Kinesthetic. Traditional classes use primarily aural (hearing) as the primarily learn mode for teaching and schools traditionally use Reading/Write to assess students understanding of the material. My student are typically Visual (you need to show not tell them how some this done) and by Kinestetic (student actually doing it them selves). While we can all learn by any of theses methods it important to undusted we have preferences (easier way for us to learn) with certain methods and so we need to strive as instructors to provide learning activities that use all these channels to teach and asses our students. A good instructor increases the engagement of the class by using all the channels of learning in nontraditional ways so student can easy grasp the knowledge and then make the student work hard than traditional classes to demonstrate a mastery of the skills listed in the performance objective in the course Syllabus. We need to use more simulations, activates, story telling methods to convey our message using Visual components and hands-on exercises. Ask yourself as you prepare for class the following question to help you prepare for class and create visual learning systems: 1. Who/What are you talking about? Create and show a portrait of who/what you’re talking about using qualitative information. Portrait = Who/what. 2. How much are we talking about? Create a chart that shows qualitative representations to explain. Charts = How much 3. Where is it that you’re looking at? Create a visual map showing the position in space where you are focusing on. Where = Maps 4. Ask yourself when is this taking place? Create a visual timeline to explain how it all fits together. When = timeline 5. Ask yourself how does it work? Create a flowchart to visually explain the cause and effect process. How = Flowcharts 6. Ask yourself why does it work? Create a multiple-variable plot and use deduction and prediction to answer why something works. Why = Multiple-variable plot By using the visual codex above of who/what, how much, where, when, how or why as the coordinates of your graphs it makes it easier for visual learners to understand. You must also ask yourself how to best show this data that can be examined by using SQVID slide bars that look at five factors in showing the data. 1. How Simple vs. Elaborate should I make the pictures? 2. Am I looking Qualitative (non-numerical) vs. Quantity (numbers) information? 3. Am I creating a Vision to understand or an Executable plan to follow? 4. Are you looking at an Individual item or a comparison of many items? 5. Are you looking at the way things could be (change-Delta symbol) or the way they are currently are (as-is).

Sharing my personal goals and how I attained them really motivates my students, sharing the pitfalls I encountered and how I overcame them helps the students to understand that resolve is one of the most important tools they will use in life.

When I look back at all of the teachers/instructors that I have had, I have learned a great deal from each of them. One of the biggest lessons was on how to treat each student equally. I have never forgotten how I felt when I was not treated equally. This is a big part of my teaching philosophy.

I did enjoy this on line computer class. I do feel that too much info is given prior to a test. Less information with more mini quizes would be better for me, considering I have an old brain and it is retaining info less and less these days.

Everybody learns differently, it is important to know your students as well as your content to adjust to the students needs.

This module discussed knowing the audience well to determine instructional objectives. I couldn't agree with this more! I often will tailor my teaching methods and activities based on the past experiences of the students taking the course that particular quarter. That way the course is personalized and fresh every time I teach it!

I enjoy creating a professional development plan for myself as it gives me a sort of "check list" to follow for the year on what I want to continue improving upon. One of the challenges I run into however is budget and time constraints. I often times need to get creative in how I am going to improve myself in certain areas to fit into the budget and time constraints that I have. For example, reading research from the library, engaging in conversations with other people about topics I am not as familiar with, etc. There are lots of low budget ways to improve ourselves and I don't think we should limit ourselves to the expensive options.

Your syllabus should reflect the tone of the classroom

Students can read so think of supporting material for your course besides the text!

Is essential!

WE USUALLY DO OUR POST CONFERENCE IN THE CLINICAL SETTING ABOUT AN HOUR BEFORE DISMISSAL. HOW CAN I ENCOURAGE MY STUDENTS TO BE AWAKE AND PARTICIPATE IN THE CLASS DISCUSSION?

I am in total agreement with early and careful planning. It's another good habit one must exercise in order to be a professional.In order to be successful we must create good habits and using a things to do list is a priority for me.

I have been having trouble motivating students to complete their homework on time. Many of the students I work with have full time jobs and children to compete with their time. I have noticed that the people who do not put the time in outside of class are not able to do well in the course. E Marshall

It doesn’t’ matter what we teach; if we don't portray a "Positive Attitude", the message the student is to receive becomes convoluted?

I try to always think about what is relevant to the student. A certain amount of theory is fine, but it has to have application at some level. The instructor needs to be able to demonstrate this to the student.

I like to take a few minutes at the beginning of a class, particularly the first day of a class, and get some personal informtaion out of each student. I'd especially like to know why they are in the class and what the expect to get out of it.

I like to bring variety into the classroom. All lecture can be deadly, so I like to vary the content with real world examples and problem based learning.

Students need to see that you have relevance as an instructor. I think this can be best accomplished by brining your own real world experiences in the class. Asking them for their own examples is good tool as well.

I'm curious how often many of you end up adapting your teaching style to the learning style of a particular class. Obviously, this kind of adaptation happens day-to-day on a small scale, but how often to you end up making major changes to or even completely overhauling your usual delivery style(s) because they don't seem to be working with a particular group of students? Also, how do you decide when such a change is necessary?

As a professional we should exhibit excellent soft skills on daily basis. Modeling behavior is part of this, however, behavior of student at times cause instructors to act out of charactor. Are their any safeguards which can be practiced to prevent an instructor from over reacting to a students poor behavior?