Hi class, In an online environment, it is different than a traditional class setting when it comes to groups. In this setting, you have to assign students to the group, which I do by time zone so that it is easier for them to work together; however, there are those times when I will get a couple of students that will not participate in the group, but get upset because they are not getting full credit. If lowering their grade for lack of participation does not work, and sending over an alert does not work, how can we get the non active student engaged?

As I have reflected upon the information and our discussion, it made me think about teaching online and having smaller classes with 5 or 6 students. The problem that I have noticed is that in smaller online classes, the students are not as active as they are in larger classes. Meaning that they do not participate in discussions highly. When this happens, I usually start to send out reminders each day that in an online class we learn from participating with each other in discussions. I have had some students feel that this is too direct. Other than telephone calls and reminder messages, what other ways do you think that we can get student more engaged in discussion in an online class?

I am a new instructor and while comfortable with my content and subject matter, I find it challenging to learn how to instruct, navigate the day to day needs of each student as they arise and still uphold the academic rigor that I feel is necessary to make competency in the subject matter the number one priority. This is especially relevant in the attitude of the expectation of instant gratification that is prevalent among students of all ages today. I would greatly welcome advice on this topic.

One of the most difficult things to teach my students is critical thinking. I have discovered a much better definition of critical thinking which will enhance my teaching of this important subject matter. I teach criminal justice, government, and a personal improvement course. I would like to be directed to a source where I can discover more analytical thinking exercises.

We now work in long blocks of class periods (4 hours), and while I have found the need to take frequent breaks (at least 1 per hour), I often see students who remain in their seats, pull out their phones, etc., while the rest attend to bathroom or smoke breaks. With all the recent studies on exercise vs. sitting too long and the mental benefits of physical exertion, I'm tempted to institute a policy to at least stand up or walk around during breaks. Thoughts?

In culinary we use active learning through demonstration and practical application. Our students truly learn best by seeing and doing. This reinforces the techniques of cooking/baking. As a Chef, our professional industry experience helps us to train future cooks and chefs better.

I am a new substitute instructor. My concern is how to move into the position and continue the flow that the regular instructor has set in motion, when I'm only there periodically?

Part of the first day emphasis is to make course objectives clear to students. But if a student misses day one, due to either late registration or any number of external factors, is there a proper route to get them caught up just to make sure they're on course with the course objectives? What about pretesting? That seems like something they would hardly do for homework, or come in early or stay late to do. Do you just skip the pretesting for these students?

How do you go about motivating a student who doesn't really want to be there? They often show up late, or not at all, don't do large portions of projects and homework, and don't pay attention during lectures. How do you help someone succeed when they've setup personal road blocks?

Active learning involves preparing course content with the correct amount of lecture, discussion, thinking, demonstrations, assigned projects and analysis.

Can demonstration and factual assessments be combined together?

Evaluation of students is a very valuable tool if used correctly. A test should not be used as a negative to the student. It needs to be used as another learning tool.

This is somewhat invalid due to some students being introverts and not wanting the attention that answering a question will give them. The instructor needs to recognize this issue and takes steps to draw out these students.

The instructor needs to incorporate all of the learning styles in order to reach all students especially in the trades field. The instructor needs to draw in the students from different learning styles so that they become more proficient.

The course mentioned paying attention to red/green, because that is the combination that is affected by genetic color-blindness, but if you're using a lot of colors where it is important to know which is which, consider making sure that there is no one else with a different problem combination. I have a friend who cannot see the difference between anything from light orange to dark red - head injuries can affect color perception and today we have lots of veterans entering classrooms after experience traumatic brain injuries. Or consider, in addition to using different colors, using different types of lines (dotted, dashed, dot-dash-dot, etc).

In accelerated learning the ability to learn retrieve information can become convoluted. I feel the instructors ability to tie key points of the curriculum to a life experience helps with recall. This helps the student to mentally index information to recall.

Having a high standard of professionalism is important to set an example to students.

I am very interested in working with people that need additional help. Mostly due to the fact that I have had a couple students that are dyslexic and sometimes they need additional help. Any pointers would be greatly appreciated.

Before taking this course I didn't realize how much I was actually using active learning strategies. We have a lot of lecture and I can tell when I'm losing them. By involving training aids to pass around and asking more questions and increasing interaction, I have noticed on lecture days that the students stay engaged longer and pay more attention than if I just stand and recite information. It's become the standard way that I teach my class. I try to have the students involved as much as possible.

How do you structure your assignments and assessments to prevent students from cheating?