I had a great professor that would incorporate various ways a question could be posed during the lecture (true/false, multiple choice, etc). He had a very distinctive accent, and I would literally hear his voice while taking the exam and remember the examples he gave in class. He emphasized important points in his power points in red, and then gave those variations on the ways that point could be seen on a test. He really made an impact and I'll never forget him or his teaching style. 

As I primarily teach clinicals, I agree that having prepared questions and having each student participate in some way is a great way to gauge their understanding of the material. 

I see students utilizing ChatGPT frequently to create practice questions. I worry that they will use it for writing papers or other assignments, thus, not doing the work themselves. It is important to include technology, as the younger students only know life with tech. 

trying to get students engaged may be challenging. But the more interactive, the more they will be motivated to participate. 

It is important to start with safety and confirm that the safety instructions are understood. Safety in the lab should align with that of the industry that the students will be working. The first thing that I will do is discuss the alarms and exits, even when not in the lab there should be a safety element in lectures. 

The grading rubric is a great tool to set the expectation for assignments both for the student and the instructor. It also provide transparency in the assessment process. 

I learned that not all students prefer to learn in the same manner and that there are four categories of learning styles. Having a variety of methods of providing instruction will increase the engagement level and learning. 

I learned that clearly defined objectives in lab/shop environments improve instruction and assessment. Competency-based objectives should engage cognitive, psychomotor, and affective domains, aligning with Bloom’s Taxonomy.

The information in this module are all good reminders for an instructor to constantly be improving their teaching skills. I always try to leave a class thinking, what worked well and what did not work well. If I identify some bad element then I try to analyze the cause and make note of changes that need to be made the next time I teach that material or have that response from a student. A teacher is ever learning.

I learned to break down the lecture into manageable content, 10-15 minutes sections. Giving time for discussion to ensure that the message was received. Being prepared is very important, showing up early to ensure that demonstrations are effective.