daniel reyes

Did the title grab you? I think about dog training when I evaluate a course. What are the learning outcomes? How often do I discuss or test the outcomes? If the answer is no or not enough, how are the students supposed to get better? Why would I be critical of outcomes when we did not cover that topic enough for testing? Does your dog learn to shake on the first or second try?

How student feedback is gathered and instructor involvement is critical. I work at two different organizations with different approaches to student feedback. I ask each student what they would change with the class and/or my approach to the class. With those critiques, I had made several adjustments to my teaching style and/or delivery systems. With the other assessment, the students are asked more about the school and an instructor evaluation. If I am "hard" on students, I usually get a lower score... Make it about the outcome not the person....

I constantly reinforce the idea of using the rubric as a checklist before they hand in their homework/project. If the student is able to checklist each of their answers with the appropriate question without double dipping...then they are ok. I have noticed an increase in points total by using this method. Too many times, students skip questions or use a paragraph to answer 2 questions which never really happens. Checklist folks!

Tech is moving at a vigorous pace...how often do you call people? Compared to text or Facebook? Do you tweet?As far as teaching online, do you Youtube? Create content? Relying on the old paradigms is not very progressive. We teach online, shouldn't we fully use the tech? I hear instructors say, "Well, I called..." or "I sent an email..." can you say retention! Old paradigms...get typical results. Online students need more....brick and mortar students need as well but you can see and touch them. How do you do this online? GET CONNECTED! Comments?