We call it EL. My definition is any learning that takes place when the student learns by his involvement. It could be a physical activity, hands on project, drawing, presentation It is some type of interaction where the student grasp the concept or skill in a way that is challenging and fun. The subject is learned not remembered.

I do not like reviewing for test I will answer any question asked. I will perform any demo in question. But test reviews I dislike because even though the instructor during the review talks of many things he will review the test.I believe starting at the first page of the chapter that they are to be tested on. Students ask a question no question next page and so on until the end of the chapter.

the subjects I teach makes it easy for them to ask questions I teach brakes and engines. what I have found is make a missttake go back and correct it, mistake if no one else catches it. Let the student know it's ok not to be right all the time. It releases some of the tensions and tells them I not above making mistakes either. Never and fun of the mistake

Do you see anything wrong with asking the students first day of class which way they perfer to learn ? while lecturing I use an abundance of pass arounds so not only do they hear what it is but they see what it is.

here at school our students think nothing of wearing their pants as low as possible and their pants baggie even though they are told to pull them up out of sight they go back down.

Very good course. I gained a new insight into the student with learning disabilities. Our policy with students with an IEP is the Instructor cannot ask the student if they have an accommodation. This is against the FASFA regulations. We refer students to our Student Services department with a blanket announcement at the beginning of each course.

The meeting of the class can make or break the tone set for the entire course period. I have been instructing for over 6 years and this was one of the first lessons I learned and then forgot. I took one on the chin and it made me realize not to skip a step. With the cohart teaching we do, it is easy to assume or feel your students have heard your introduction over and over again, but I learned it creates a great understanding between you and your class no matter how many times they may feel it has been covered.I have learned to take it to a different level and the students usually do the same.

When we at NTI started to take the assessment, not any of us had a clue what "Andragogy" was or meant. The Instructors commented that they must be really stupid not to know. I told them that terminology is relative. A PHD in Psychology would probably not have a clue what a "wrist pin" is. But, the Technical Instructor and the PHD can educate themselves to gain the knowledge of both terms. This is the same with our students. We will need to learn different ways to introduce new terms and concepts so the student can gain the knowledge to apply in real life.

How do you as an instructor plan on reaching individuals that are considered minorities?

I teach three courses and in one we are required to cover 21 Chapters in 11 weeks. This has proven to be a challenge for both me and the students. What would be the best way to deliver this much material in this short of time? I am doing traditional lecture with note handouts given.

This course is excellent for New Instructor Training or remedial training for Instructors challedged with classroom issues. If the last 2 modules continue with the good info as the first 2, ED106 may be a course I would incorporate into NIT.

I have had the opprortunity to teach in a gen-ed class this phase and have had to change my mode of thinking from the dental profession to a pharmacy technicians approach. It has been helpful to, on occassion, take a step back and view things as how it would be pertinent in THEIR profession before presenting it. It makes class more enjoyable if you can use analogies that they could possibly encouter or problems they will eventually have to solve in the field. I enjoyed the section of module 4 that gave more ideas about how to make each course relevant to the student. This IS where creativity comes in to play and as an Instructor my abilities can be put to use. I liked the idea of remembering back about our schooling and playing off of what worked well for us. SIMPLIFY SIMPLIFY SIMPLIFY...you can be amazed at how much students can quickly pick up on when you give them EVERYDAY analogies and experiences rather than fancy textbook answers to real-life questions.

I enjoyed the section of this module on first impressions and "show time". I am a firm believer in the importance of "the first impression". I also believe that you teach people how to treat or respond to you. If you allow disrespect...they will desrespect you and vice versa. I liked the suggestions about always arriving early and making sure that things are ready to go when the students first arrive. Preparation shoudl not begin right before the students arrive or after the fact. You create ideas about yourself, preparation, and ultimately questions about your ability as an instructor if you are not prepared and on time. It may also be hard to teach students about deadlins and the professional world if you are not able to meet deadlines and act by example. We are models for these individuals and we need to always be ready, copies made, a back-up plan outlined...and so forth by.."show time".

The student who does well in the traditional classroom may not do as well in hands on environment. And conversely the student who does well with hands on may not do well in the traditional written word learning. I have a graduate who stumbled through the lecture and written work aspect of my classes. She later told me she reads poorly and is having trouble keeping up with her 4th grader. She did very well in the lab aspect of my classes. And her personal attitude and demeanor was of a caring, gentle person. She passed but always felt as if she needed to work a little harder than her classmates and her self-esteem suffered. She is employed and is a great team member!! How could I build the confidence of learner who is a tactile person?

Since the attention span of most adults is in the 15-18 minute range and as adults we generally only remember about 25% of what we hear and as adults we normally only retain 40% of what we read, I have found that learning by doing works great, especially for a profession that uses motor/hand skills as part of their job. I have found that I can talk for an hour about the sequence of a procedure and many times I get this blank stare back from some students. But once I take them into the lab and do a demonstration (learning by observation) and they see things and feel things with their own hands (learning by doing), I can see the “light bulb moment” happen. They then begin to take the message from the lecture and the sequencing of events starts to happen. I know that I need to have the lecture portion of the lesson, but I really love getting into the lab and letting the students get to understand what we have been talking about in class. Many of them come to me and say, “I finally get it!” I had one student that just couldn't understand concepts in lecture no matter what the subject was, but she was an ace in the lab. She could take a concept and apply common sense and some of the lecture that got through and do a lab procedure better than any of her fellow students. We got her through the didactic by a thin margin, but her lab skills got her through the rest. She is now successfully employed doing the skills that she learned and is a valuable asset to her employer. My question would be how others work with students who have a lot of trouble with the book learning, but are very good at lab/skills.

I have a student, Marian, and she is frustrated. During a discussion with her I discovered that she was not accustomed to following a syllabus and turning in homework. She is also concerned that testing will be a problem. I have a syllabus and stick to it as closely as is possible. Deviating from it slightly can happen but following it gives a sense of structure to the student. I discovered that an instructor was not using her agreed upon syllabus and was not collecting assignments or giving tests as was agreed upon in department meeting. My classes are fed into by students who are now experienced learners and should have a base of knowledge to build on. This was not happening due to the instructor's deviation to established syllabus and course requirements. This student and others are very behind in knowledge base as compared to students I have during the other class times. Am vs pm. I now have a group of students who have a good basic knowledge and are ready to learn more and I have group of students who do not. My question to others is how do I, in a constructive way let this instructor know the importance of syllabus and sticking to it?

The course syllabus is an important part of understanding what will be expected of them and when things are expected to be completed. By following the syllabus and not deviating greatly from it, you will have a class that feels comfortable and they won't have to worry about things being thrown at them at the last minute. We had a situation at our school where the same class was taught in the day and also at night, but by two different instructors. It was expected that each instructor follow the syllabus and not deviate from it, however one instructor started creating a completely different time schedule that did not follow the syllabus. After a time the students became very frustrated because they couldn't plan for the future and they had only a short period of time to know when things would be due. The instructor would say that something was due on a certain day, but it was listed on the syllabus that it was due either before that time or after. The students were getting anxious and frustrated with no plan for their learning. By the end of the course some of the material on the syllabus was never covered because the instructor didn't follow the syllabus or plan for the deviations from the syllabus that she created. During a department meeting it was decided that all instructors would follow the syllabus as printed and no major deviations would be allowed. We now have no problems with getting the entire material covered and the students are not frustrated as they once were. Going over this material is imperative at the beginning of the course. We have the student sign a sheet saying they have read, understood and will comply with the syllabus and course materials presented. Does anyone do anything differently or add anything else? I am always interested in finding new methods of what is sometimes considered boring material to the students.

My classroom is mainly hands-on skill development, including but not limited to how and why we communicate with the raw public. With this in mind my goal is too give them insite to what could happen but also why these things could happen as well as the skills to do their jobs well apon course completion. My course outline gives each student knowledge of what we will be dicsussed and how much time we will have to learn hands on. This outline enables me to provide each learner with opportunity to gasp and master skills needed in the workplace. Yet it can provide the learner with the comfort of insite to what is next. With my part of the program being mainly hands on I can have trouble with the less confident student and bringing them out of thier shells. I typically use possitive renforcement but can, at times need more. I would like and need suggestions on other ways to encourage this hands on learning, any ideas?

I like the idea of classroom assessment techniques and the examples on the web link. Is there anyone out there that may have more examples they could share?

as software packages become more sophisticated, how does one determine: how much should be taught is more academic arguement vs practical use?