Matthew Sklar

It's not just about memorizing the material.  It's about applying knowledge to solve problems and reach valid, supportable conclusions.

Student learning should be methodical and hierarchical, utilizing various approaches to engage the material.  Students need to understand how the material will have real-world relevance to them.

I've learned that I have to view myself less as "the expert" in the classroom and more as the guide.

As a teacher who likes lecturing, I've had to adjust my style and point of view to incorporate active learning in my classes.  It's a more complex but more rewarding approach to teaching.

When designing course progression, it's vital that newer material build on previously acquired knowledge and skills.

It's up to me as instructor to set the tone of the course in terms of student/teacher roles.  Choices can vary depending on both material and type of students.

It's important to develop synchronous/asynchronous course content that aligns with the nature of the course and the objectives of the students.  Clarity and organization are key no matter what.

It's not enough to incorporate tech into the classroom.  We have to be selective and purposeful in our choices.

It's important for students to have concrete, written standards regarding what is expected of them.

It's important to provide both subjective and objective assessment.  Objective measures the degree of hard knowledge retained, while subjective focuses more on opinions formed and the ability to apply knowledge.