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If you expect a high level of skills proficiency monitor their practice closely and provide timely and constructive feedback.* % %@   MMM̙80___PPT10.%"[ E=`%(  `> `  x0e0e?Rectangle 2   r*Instructors Impact on Learning Environment+ +(+   `  x}0e0e?Rectangle 3   Make time for conferences and meetings outside of class time. Arrive at the classroom early. Set up equipment and arrange room.*] # ]#   MMM̙80___PPT10.%"[ d(  d5 d  x`~0e0e?Rectangle 2   i!Be Over-Prepared for Presentation" "("  V d  xx0e0e?Rectangle 3   .Review the objectives for the course (or lesson) and compare to Bloom's Taxonomy to determine the depth and breadth required to meet the objective. Know the information two levels deeper than students need to know it. Because of memory degradation present more information than the objective indicates.*  /   MMM̙80___PPT10.%"c[ h(  h5 h  xp0e0e?Rectangle 2   i!Be Over-Prepared for Presentation" "("  . h  xp0e0e?Rectangle 3   bHave a back-up method of delivering content in case AV resources or equipment fail. Have slides or overheads of the material on video or an alternative topic to cover. Make a commitment that canceling class because of an AV or equipment problem is not an option.*T  T   MMM̙80___PPT10.%"[ ;3l(  l* l  xz0e0e?Rectangle 2   ^Ask for Help When Needed    l  xr0e0e?Rectangle 3   oAs an entry level instructor you should expect that your employer and supervisor will assist in your growth and development as an instructor. Seek out a mentor to guide you: Senior instructor who models quality. Does not have to be an EMS instructor. If an EMS instructor, select someone with high levels of student success. 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Ability to block out natural light.D P ` P`3   MMM̙80___PPT10.%P]|"[  (  F   x v0e0e?Rectangle 2   z2Positive Design Elements: Physical Classroom Space3 3(3  n   xv0e0e?Rectangle 3   \Area should be capable of minimizing distractions by closing doors or walling off the space.] ]]   MMM̙80___PPT10.%P]|"[ .&(  F   xw0e0e?Rectangle 2   z2Positive Design Elements: Physical Classroom Space3 3(3     xp0e0e?Rectangle 3   4Adequate equipment: Adequate amount in good working order. Appropriate storage: Arranged logically so equipment is easy to find. Safely stored so injuries cannot occur from falling objects or trip hazards. Secure area. Appropriate management and storage for soiled equipment, supplies and biohazard material.V <  Z <Z5   MMM̙80___PPT10.%P]|":g ~(      x`#0e0e?Rectangle 4"PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!lgodrs/shapexml.xmlTo8~?˯.UԻP{ā, ;lN]Œgw_bi]mtʯ? 90e)yrХPF˔_v&e.iSMWd#'J [el#Ŷ9Q?9:<} mo g1o&Ғ_Zt, uEeSi_-ȕi?¶Ĕ{dhepTKߠF"|O_$%Tm~ڐ* iCXA@xu P[L?zRVg=ķR,z+}ʅjauoF k"Q'Ū RCw}ïB1wY|Dg .xjlW/ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!5drs/shapexml.xmlU]o:}_@JU+ }vdqP3vWԊu3>L-g et5S08k7mfz.+e-'H ]al-ڢoϦxmOO®Ӧ\aBV!"(UwMڮ_7P}Ba a#1ڎFhpտ!hV>+D])U+u|$q5"%]N|)5۵uUU,$Xq/.QgivθFPZ6 q>%9 iJUW5`'S~S09JS 08ԆH>* sv a߅mkwrhW2KA!ETd"s]M͋OkPK!: \drs/downrev.xmlD]k0x3f:DQd0t?^M^b$ֺ_ Student centered. Some multimedia environments are designed as individual workstations. These areas are difficult to use when a "teacher centered" approach is required as many participants may be unable to see the instructor. You can improve this environment if you provide additional faculty facilitators to circulate around the room assisting students. This is an ideal environment for individual instruction or for groups of 2-3 students to work relatively uninterrupted.2X P PX   MMM̙80___PPT10.%08 ";[ `{(  $   x0#0e0e?Rectangle 2   XGroup Workstations      x#0e0e?Rectangle 3   KStudent centered. Instructor should circulate around the room or have additional instructor facilitators assist in monitoring the work of the individual stations. Focus of instruction is within the space of the individual table or station.*     MMM̙80___PPT10.%08 "+[ pk(  $   x#0e0e?Rectangle 2   XGroup Workstations      x@#0e0e?Rectangle 3   ;Tables or workstations oriented within a large open space. Visualization of each station may not be an issue but it can be controlled with partitions or room dividers. Chairs can be placed around the tables or workstations.*;  ;   MMM̙80___PPT10.%08 "[ tlT(  $   x#0e0e?Rectangle 2   XGroup Workstations      x#0e0e?Rectangle 3   $Adequate room should be maintained between stations to allow for movement and to reduce the noise level at the station. Groups can be working on the same activity simultaneously (but independently) or different activities.    MMM̙80___PPT10.%08 "[ (  $   x #0e0e?Rectangle 2   XGroup Workstations   w   x#0e0e?Rectangle 3   OAllows for multiple activity stations Instructor balances between monitoring activity and allowing student to direct their own learning. Student can rotate between stations independent of instructor or as directed. Student can progress around the room in a group or individually, depending upon how the instructor sets up the activity.*& * &*P   MMM̙80___PPT10.%PY "' [   g (     x#0e0e?Rectangle 2"ØPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!vR?.drs/shapexml.xmlTQo6 ~`u%k9  aږ_dI4GM> ]R$E'|9t*K[sqi,2+SzgW"tMhgŗؙ\lCW[ّd԰5u:SxyQW}aWarY[b:DvMe*6Jf1S v~O5'L?z9GN6a[䕷Ι1*Z_֨,<[ڠ@#t2^\_ 7+L_6s!|Say{ 2B\h6EDʯbpdHR3<3BIUbm[Ӊ70BkR4pHs;M8Ab[?eݚ\~ъn5J `d+ZH8ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK! q.drs/shapexml.xmlTQo6 ~ u%r%shtAږ_dI4GM> .)"o[-ʇƚL^~KLil3!H[27N ؄.F7BS-O)[m}KߎWAHZ=W#r,Mxv5HaEލ*QV+1!> "ͣKC뽰)Ϫl*١D$9l:>7Գ;Wݝ^ۻ ANTL~Б)FsE zC>0S ׻xy+| & n+!PK!^ <drs/downrev.xmlDQK0C^dK2f]6(Sv{6&)Iu>;|h:6fʩ6XhvΒ جV)w elXؐcq*MdSW;o0<t|.Ălmzӓ< nsA^pe!fEk+QJ½xX9z{*0D`M?PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-! q.)drs/shapexml.xmlPK-!^ <drs/downrev.xmlPK   bBibliographical References   }   xP #0e0e?Rectangle 3   Davis, Barbara Gross. (1993). Tools for Teaching. San Francisco: Jossey-Bass. Difficult Behaviors in the Classroom. (n.d.). Retrieved from http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/behavior.htm Enerson Diane, Ed. (n.d.). Teaching at Chicago: A Collection of Readings and Practical Advice for Beginning Teachers. Retrieved from http://teaching.uchicago.edu/handbook Z Z$Y8F  U    %    /0g MMM̙80___PPT10.%\ " [ #   (     x#0e0e?Rectangle 2"ØPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!~=/drs/shapexml.xmlTQo8 ~?C453zw@Pq{<жx%MӴ>nanypHɏxjW>4dX eJ[5fɯwgLE']Yp&\&1hʭj)|Nj[Pf DHd<9Ufg߯hLN ) ȻV%h%&r481B܅j*OhM!?=z9GNq[U7ǭ*1*Z_6r[MJ:\M..'W7+nm4Y`cpg)=#\OzL?ӵ 4dJܚ2z)ze#4+ٕq>ć?`CJ_&/! $EPY~t &Ԓ_!84HzT@E<`x_]&ޤO O f0+UgBp媌bO<1ǭ!zS ֢[hpH]|QI.~4}<" ڦߚTtIeξS=M >ˤAJ^aY'I@W~#3GWn_I`uCZ'k {hݓ? V7&(yM*O(zLb|E;*?cRT 8GsQʂǔeǻk{[ax?ȉiT?og:2hAQo(;CR~q.}:o/D^v%PK!Үdrs/downrev.xmlDQK0߅p_%R.EMt`;_|6MY$oAf2=ɇY Fv*%  YϮV+w%UlYؐsjM dS8o0[<|)D v6=hIS}NF—{wυq-ʷz*E+Q;%~!e^}J $t*PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!~=/)drs/shapexml.xmlPK-!Үdrs/downrev.xmlPK   bBibliographical References      x`#0e0e?Rectangle 3   #Harrison Cheryl. (1988). Learning Management. Retrieved from ERIC Digests 73 http://www.ed.gov/databases/ERIC_Digests/ed296121.html Imel Susan. (1994). Guidelines for Working with Adult Learners. Retrieved from ERIC Digests 154 http://www.ed.gov/databases/ERIC_Digests/ed377313.html Imel Susan. (1994). Guidelines for Working with Adult Learners. Retrieved from ERIC Digests 77 http://www.ed.gov/databases/ERIC_Digests/ed299456.html Z Pm,l*YbM  6  b  6  a  6    4M56| MMM̙80___PPT10.%`OM" [    (     x #0e0e?Rectangle 2"ÕPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!Cn,drs/shapexml.xmlTQo0~G?X~E])VKViTMU3#$Nvnvu{@|w}OV*o UQ>ș*Z ?_03go7[ђ{PڶX䑨paRW}nV6H~eYSe||>Lǜ)jw-JTwL1Bܹj*KwhY!L#^kK-KkVP1*ZV:Te/G#t2&>0yㆧ}Õ4+,V>pvg _Y'*t3=1u=յ -#4Jܚ[Β_֐_ܔ5tcd "-ht>{DD:{?AAd[%PKvۆ"Ш " XĪ-C}'AKuewZ+ raZx:7#$ ^uLL*=S0"Ǖ_>!zY?֢[H{{]pQ.4mu~|xE4K ڦ?*:θPgrM&x `^ 220,ΣNذ@*zXd D5@6aFj]Gٵ~!adT)ӉӲa2I҄!mK5` !k2#FYՄtTG4r8eMqL};giׅ{9R1.J`y&}0Jҽ0'MSsُ=a+|@|qWBtfPK!Xdrs/downrev.xmlDQK0C/pZ"ʔ)߮mSl\|9|ol/F N| W{ݹVDdt{H"l֧'+̵?Ɗ[ .06d1@.u9J඗WYv--v.=PU}[?m(woUT܁`Ld_+QOZb\.@4gt)(HI7\PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!Cn,)drs/shapexml.xmlPK-!Xdrs/downrev.xmlPK   bBibliographical References      x0#0e0e?Rectangle 3   #Imel Susan. (1995). Inclusive Adult Learning Environments. Retrieved from ERIC Digests 162 http://www.ed.gov/databases/ERIC_Digests/ed385779.html Imel Susan. (1995). Teaching Adults: Is It Different? Retrieved from ERIC Digests 82 http://www.ed.gov/databases/ERIC_Digests/ed305495.html :  Z%n"WF[  6  W  6    9[: MMM̙80___PPT10.%`OM"M [    (     x#0e0e?Rectangle 2"ÖPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!tx.drs/shapexml.xmlTo6 ~ˏmP6 (=-'Ȓ&iڿ~%7M0 <8HOzTvηFbi,2+SzoW"tMhg?ع\BW;ّd԰5u:SxeQWCa׎vY[b6 y7B[% )PT{?TCZ|WHoLlLysi'| Fײ5. 6()Lg_.ן?w~^м?H0\3EdOР'\Of3L=Der ŝ[sQnEȒ _RXVXOr6ccx0ŎtXF5(  (H,?zKȭb6QP@Z]Q$XղyxgCwnm1$у!J0x*25ÀmBv ԘyN6}_fm¿ ֲ_*x}rIy.4mM>_6s!ŷ|Sau{ 2B\h=6EDʯbpdHR=<3RIUbm[Ӊ70BkR4pLs;M8AbW?e݆\zъn5ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!d{%W/drs/shapexml.xmlTQo6 ~ u%r&shtAږ_dI4GM> .)"o[-ʇƚL^~KLil3ZTQ|VA~]Ӎ'lerFܩ'딁oGΫLDM/#r,Mz:PUVb"GcC(de}RM -+DG/i76r{ST>Tk'⳰佱Z4'ٳ2<޸S_xg VvֿH ;(Nar:cR&P8]Z!SLK+mŕ]ɮ܍!>$@HwTr*D7=|1 4򣷤K0* a}D18D[2|0a w?VL|uWB nPK!G6Mdrs/downrev.xmlDQK0C/ҍ!.E)N/]ۦ$%vݿ7sz;^b睂,As Ddt{H"l7gk̵?Ɗ[ .06d1@.u9J඗,; toEFy*ʗTb*@0M?& '`9]- 3t$TAn~PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!d{%W/)drs/shapexml.xmlPK-!G6Mdrs/downrev.xmlPK   bBibliographical References      x#0e0e?Rectangle 3   "Land, S. M., and Hannafin, M. J. (1996). Student-centered learning environments: foundations, assumptions, and implications. O Banion, T. & Associates. (1994). Teaching and Learning in the Community College. Washington, DC: American Association of Community Colleges. Scholtes, Peter (1988). The Team Handbook. Madison: Joiner Associates.LS Z)R%0TS   MMM̙80___PPT10.%`OM" A9`!(    f孇??Rectangle 7_   l*       T孇?Rectangle 1031_  l*"    V]   x0e0e ?Rectangle 2      x孁0e0e ?Rectangle 3 0   V     3380___PPT10.op(rb(Ul*=nJYVQbfIkos>xC|4NO #  FL*#'+ 0[59=AFSan{ɕ@ Oh+'0 hp  Slide 1David E. 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՜.+,D՜.+,     3 On-screen Show (4:3)DG Enterprises; @Arial Wingdings MS PGothicClouds 1_Clouds"Module 6 The Learning EnvironmentCognitive GoalsPsychomotor GoalsAffective GoalsWhy This Module is Important-Promote Learning with a Positive Environment-Promote Learning with a Positive Environment-Promote Learning with a Positive Environment-Promote Learning with a Positive Environment-Promote Learning with a Positive Environment'Value of Positive Learning Environment'Value of Positive Learning Environment'Value of Positive Learning EnvironmentDesirable Student BehaviorsDesirable Student BehaviorsDesirable Student BehaviorsDesirable Student BehaviorsDesirable Student Behaviors+Instructors Impact on Learning Environment+Instructors Impact on Learning Environment"Be Over-Prepared for Presentation"Be Over-Prepared for PresentationAsk for Help When Needed'Remain Current on Skills and Knowledge'Remain Current on Skills and Knowledge'Remain Current on Skills and Knowledge(Maintain Positive Classroom Environment(Maintain Positive Classroom Environment(Maintain Positive Classroom Environment(Maintain Positive Classroom Environment"Progressive Discipline Principles"Progressive Discipline Principles"Progressive Discipline Principles3Positive Design Elements: Physical Classroom Space3Positive Design Elements: Physical Classroom Space3Positive Design Elements: Physical Classroom Space3Positive Design Elements: Physical Classroom Space3Positive Design Elements: Physical Classroom Space!Classroom Arrangement Strategies!Classroom Arrangement StrategiesLecture StyleLecture StyleTheater Style-Circle, Square or Rectangle with Open Center-Circle, Square or Rectangle with Open Center/Circle, Square or Rectangle with Closed Center/Circle, Square or Rectangle with Closed Center6Partial Circle, Square or Rectangle With an Open AreaIndividual WorkstationsGroup WorkstationsGroup WorkstationsGroup WorkstationsGroup WorkstationsBibliographical ReferencesBibliographical ReferencesBibliographical ReferencesBibliographical ReferencesBibliographical ReferencesBibliographical References  Fonts UsedTheme Slide Titles;  8@ _PID_HLINKSAL xhttp://adulted.about.com/(http://teaching.berkeley.edu/compendiumVhttp://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/behavior.htm&http://teaching.uchicago.edu/handbook7http://www.ed.gov/databases/ERIC_Digests/ed296121.html7http://www.ed.gov/databases/ERIC_Digests/ed377313.html7http://www.ed.gov/databases/ERIC_Digests/ed299456.html7http://www.ed.gov/databases/ERIC_Digests/ed385779.html7http://www.ed.gov/databases/ERIC_Digests/ed305495.html7http://www.ed.gov/databases/ERIC_Digests/ed347871.htmlhttp://adulted.about.com/(http://teaching.berkeley.edu/compendiumVhttp://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/behavior.htm&http://teaching.uchicago.edu/handbook7http://www.ed.gov/databases/ERIC_Digests/ed296121.html7http://www.ed.gov/databases/ERIC_Digests/ed377313.html7http://www.ed.gov/databases/ERIC_Digests/ed299456.html7http://www.ed.gov/databases/ERIC_Digests/ed385779.html7http://www.ed.gov/databases/ERIC_Digests/ed305495.html7http://www.ed.gov/databases/ERIC_Digests/ed347871.html%_㞛 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