Anthony:
You're right, visual is very powerful. Al;l learners are visual learners to some degree, albeit, some more so than others. I think visual coupled with some sort of application provides a good match of learning environments for most students.
Regards, Barry
Generally I try to use materials that will provide as much visual representations of concepts as possible. Not simply pictures of the equipment, but also work flows and the internal workings of the equipment. Some the technology we work with is imposing to those new to our industry. Visuals definitely help bridge that gap.
Hi Samuel:
Well, I think most instructors would agree with you. The challenge is to determine what the most effective form of media is. Oftentimes, that decision is based on what has worked in the past, which may be okay, but only if the students are learning. Altering that proven lesson plan is where time, planning, analysis, and feedback will be necessary to really determine if you’re achieving your instructional goal.
Regards, Barry
Samuel:
Great! Small groups provide a lot of opportunities for students to learn perform critical thinking. Whether it’s independent reading, discussing, writing, sharing, relating, comparing, or whatever, there is bound to be more productive student learning when the peer group is smaller.
Regards, Barry
Hi Samuel:
It's good you recognize the importance of utilizing a variety of methods. Every student learns just a bit differently than the next guy. So, being sensitive and creative in the delivery of instructional information will produce better results.
Regards, Barry
I utilize a lot of small group and reading that appears to be pretty effective in my classes.
I use a variety of delivery methods to reach my students and appeal to their different learning styles.
I want to use the most effective form of media to assist my students in retnetion of information as well as, giving them the information necessary to enhance or develop critical thinking skills.
Franklin:
These are good resources. I would imagine that all past experiences are not necessarily good ones – applicable in every setting. That’s where I would add caution: what has worked for one may not work for another.
Regards, Barry
from past experience, mine or another instructors.
Hi Jennie:
Yeah, usually evening classes - especially 4-hour ones - can be particularly challenging for all involved.
Although a bit time consuming, an activity that has worked for me is breaking your class into sub-groups, each with a task. The task could be to discuss one aspect of a lesson or topic. Then, all the groups reconvene to present to the whole class. This also allows for the facilitator/instructor to add essential points that may have been missed, or emphasize key points you want included.
Regards, Barry
I try to mix up the media for each class if possible. I teach in a four-hour, once a week, evening program, so it could be deadly dull if the same medium were used for the entire class. I also try to integrate at least one "physical" exercise that engages the entire class. There are some excellent ones for Process Improvement, but I am always looking for more
Since I teach clinical classes. Lecture followed by hands on applications is the best method. I also give a hand out after the lecture. Because if I distribute before the lecture, the student will not pay attention.
After the lecture I demostrate the procedure, and then I walk around the classroom to spot each pair of student while they perform their first attempt of the given procedure. This method works very well with phlebotomy and vital signs instructions.
Doug:
I agree. Getting to that place where you know what works and what doesn't can sometimes be a bit difficult because we're always working with different students who bring their own distintive learning style with them. Cracking that code would be a great feat to accomplish!
Regards, Barry
You need to know which media best fits your classroom learning experience.
Yes, I agree to have another assignment ready Or instruct those who have finish on another instrument used for the same test. It is very important to keep them engaged.
Hi Ivette:
Experienced instructors have many tricks for making good use of unscheduled free time (i.e. found time) in the classroom. For example, some give students 2 ongoing assignments at one time, so that if they finish one ahead of other, they can work on the second assignment independently. How do you make sure there is no wasted time in your classroom?
Regards, Barry
I distribute a handout that contains definitions, theory, and illustrations.
Because the anatomy/theory classes are given before or at the same module as the clincal/lab classes of the particular body system, I begin by lecturing along with Q&A sessions. This is a way of accessing what they have learned.
While I lecture, I write out pertinent information and explanations, on the white board along with sketches of the procedure that will be put into practice in class. The combination helps the student to remember the material covered.
Hi Msutafijur:
I think you might agree that there are different kinds of "easy". For instance, if easy results in students not learning the essential parts of a lesson, we really aren’t helping the student.
Another kind of easy is providing several options or methods or alternatives when presenting your lesson plan. Usually, that won't be easier for the instructor but will offer the student a better learning experience.
Regards, Barry
Reasons for selecting a particular form of media for use in my classes is to make the work easy for sudents.
