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Use WORDS and ACTIONS to show that he/she is approachable and is concerned about the students:

• Language choice
• Clothing and grooming
• body language
• room arrangement

• Useing classroom activities to establish an interactive, open climate:
• Activities that allow students to participate
• Activities that help students succeed
• Activities that are meaningful

• displan an attitude of open acceptance to student contributions
• use verbal and non-verbal praise of student constributions
• Never tolerate student rudeness or hostile criticism of one anothere
• Do not show favoritism towar a student or a viewpoint

General Learning Outcomes

Knowledge, Skills, Behavior/Attitudes

A final course in a student's academic major taht brings together and culminates hi or her educational experience

A summary or outline of a course that includes essential information for a student's orientation, understanding, and success.

This question is given right back to the student that asked it. "That's an interesting question Stephen. What would you do in that situation?"

A question asked by one student, is asked to another student, "Judy, how would you handle the problem Cindy identified?"

This question is offered to the group at large and anyone may answer

This question is directed to a specific student, "Fred, you've worked at front desk. What would you do?"

A question based on a student's comments: "Bob, why do you think it will be difficult?"

Open Ended

• allows students to observe procedures, skills, and behaviors in actual hospitality settings
• privides an enriching alternative to classroom teaching
• allows suduents to get to know one another better and to interact on hospitality issues
• motivates students to a higher level of interest
• combines the practical information gained on the field trip with the theory presented in the classroom

• Requires considerable planning by the teacher for it to be successful
• Requires cooperation of the host site
• Timing of visit must be coordinated with the sites's availability
• Student transportation can be a problem

A distracting sound such as (uhm, er, or ah) uttered by a speaker that interrupts his or her message.

Knowledge, Comprehension, Application, Analysis, Sythesis, Evaluation

Bloom

List, state, define, memorize, name, repeat, recite, label

Students can recite or memorize objects or concepts

describe, explain, identify, discuss, summarize

Students can elaborate upon what they have learned. They can explain the concept using their own words.

Apply, Use, Demonstyrate, Practice, Illustrate, Sketch, Prepare

Students understand what they have learned and can apply it in a real world situation.

Analyze, Distinguish, Differentiate, Calculate, Solve, Diagram

Students can look at an opject or concept and break it down into its parts.

Compose, Plan, Propose, Design, Create, Rewrite, Develop

Given the parts, students assemble them to construct a unique object or concept.

Critique, Appraise, Judge, Measure, Assess, Estimate, Justify

Students can judge the value or quality of the object or concept.

structured activity in which participants compete within a set of rules to achieve an objective

a scaled-down enactment of reality.

• Revisit Main Topics: List main topics discussed that day
• Cliffhanging: Posing a thought-provoking question or problem to students
• Questing: students are sent out of class to seek information (possibly in the assigned reading)
• The Minute Essay: Students write a response to one or two questions during the last 3 to 5 minutes of class
• One Question Quiz: Give a one question quiz on the material just covered.
• The Whip: Go arround the room asking each student to individually respond to a question with one word or a short phrase (what was one surprise is today's class?)
• Collective Summary: Have students generate a summary of the day's main points.
• Five Question Quiz: prior to class, create five true/false or multiple choice questions on the key concepts to be covered

Conditional, Preformance, Repetition, Standard

Components of Instructional Objectives

Statement describing an instructional outcome

Circumstances or situations under which students will complete the performance

What the students will be able to do

Number of times the competence must be demonstrated

Minimum level of performance that is acceptable

Let, Engage, Allow, Reconnect, Nudge

Conditions for adult learning

Let discussion happen

Engage their experience

Allow active involvement

Reconnect content relevant to their experiences

Nudge or Initiate numberous activities (to appeal to different learning styles)

• 1. Identify subject matter
• 2. Identify general learning outcomes (GLOs)
• 3. Prepare instructional objectives (IO's)
• 4. Prepare lesson plan details

Verbal (7%), Vocal(38%), Visual(55%)

Each panel member, in turn, presents a brief speech on a single topic or problem

Panel members interact directly withg one another on a specific issue

The period of time when an audience asks questions of the members of a panel or symposium

The information a teacher gives students about how they are performing

A course or requirement a student must complete before they can enroll in a course.

Specific statesments that identify what students should be able to do after having successfully completed a course

ongoing evaluation conducted during a course providing continuous feedback to determine progress toward learning objectives

Conducted at the end of a learning unit or course (final exam)

• Interest
• Need
• Time
• Range
• Objectives

Method of evaluating a test to detmine if the question cover all instructional objectives and Bloom's Six Levels of learning

Training prepares a person to perform a specifice job-related skill or set of skills

Student is obtaining knowledge that will not be immediately applied

An interactive teaching technique where students review and prioritize a set of job tasks

• 1. get to know each student
• 2. recognize the student as an individual
• 3. recognize the student as a person of value
• 4. provide constructive feedback

• avoid embarassing students who make mistakes
• avoid activities that make students compete with one another

practice behaviors and skills that will help them interact appropriately with future guests and co-workers

• past experiences
• interestes and values
• future

• demonstrate the need for learning
• relate negative consequences if you dont have this info
• encourage students
• commend students when they are successful
• generate intterest

first day of class

• Facial expression
• Eye contact
• Posture and movement
• Proper use of lectern
• Gestures
• Appearance-clothing and grooming
• Distractinvg visual mannerisms-unnessesary movements or gestures

• Volume-loudness and softness of voice
• Rate-the number of words per minute
• Pitch-the highness or lowness of voice
• Articulation, grammar, and pronunciation
• Vocalized pauses-a distracting word or word sound
• Vocal variety-using different rates, pitches, and volume levels
• Distracting vocal mannerisms-unnecessary sounds

• word choice
• use terms consistently
• be word efficient
• be aware of accents

being excited about the material

• be yourself
• encourage student participation
• study and practice effective personal presentation
• listen
• use humor

• humor should make a point and should emphasize a learning concept, not replace it
• if you want to tell a joke on someone, tell it on yourself
• if you have the slightest concern that the humor may make someone uncomfortable or embarrassed, dont use it
• use homor in moderation
• what is humerous changes from culture to culture

Oral feedback - during class (can be given to individuals or the entire class)

Written feedback - can use an evaluation checklist


Feedback should be given in a timely manner (less than 2 weeks from assignment)

comments written in the margins of essays or term papers

• give respectful comments
• be clear and useful in what you write
• use ink of a non-red color

• create essay questions for the final exam
• shake hands
• chapter collages
• play games that summarize

• lecture
• demonstration
• field trip
• symposium/panel/forum

• lecture achieves a specific learning objective
• know your subject
• keep lecutes short
• make your points clearly and directly
• prepare thoroughly
• use a positive personal presentation style
• Use techniques to motiveate students to listen to the lecture
• used techniques to gain students interest
• use techniques to aid students udnerstantding and retention
• Use techniques to involve students in the lecutre
• Use techniques to reinforce information presented in the lecture

compares students against other pretested students, rquires large numbers of tested students to develop reliable comparisons

An interactive teaching method whte students contribute responses to a problem or need statement

• develop motor skills
• teach problem-solving skills
• teach analytical skills
• illustrate a principle or why a method or procedure works
• teach teamwork
• teach interpersonal skills

• because it is visual, a deomonstration helps students understand and retain information
• a deomonstration gives students a model to follow

• may require equipment
• may not allow all students to see well
• may require special classroom setup
• must be done accurately to be meaningful
• can be difficult with large groups

• coach and monitor
• at the end ot the activity the teacher's role becomes that of debriefing and identifying the relevence of the exercise

• project
• student presentation
• case study
• in-basket exercise
• games and simulations
• brainstorming
• role play
• small group discussion

• discussion participation
• class activities
• feedback paper
• one-on-one discussions and conferences
• homework assignments
• weekly quizzes

• criterion-reference testing: measures student performance according to criteria specified in a courses instructional objectives
• norm-reference testing- compares students against other pretested students, requires large numbers of tested students to develop reliable comparisons

• multiple choice
• matching
• true-false
• completion
• essay

provocative, restricted, extended

requires students to take a position on a statement and defend it

poses a specific problem and requires students to recall and organize information and develop a conclusino within the limits of that problem

students determine the length and direction of responses

• when starting a course, quote your institution's policy on cheating at the beginning of a course or in the syllabus
• when starting a course, set ground rules or behaviors of conduct that the class will follow throughout the course.

• monitoring exams: implement strong punishment if caught
• require students to sit in every other seat.

• reading 10% remembered
• listen 20% remembered
• see 30% remembered
• see/hear 50% remembered
• studygroups/group discussion (talk over) 70% remembered
• role play/in-basket (use and do) 80% remembered
• student presentations/one-on-one training (teach others) 95% remembered

excessive control

centralizes teacher evealuation comments

hearing, sight, touch