Marie,
Great example of developing a skill and a great method to use for your students, as well as in this forum.
Barry Westling
The media I select is geared toward what I am teaching that day. Recently, I taught a class on gingival irrigation. I first presented the theory by power point with illistrations included. Then, I followed up with a hands on demonstration with the real thing on a model. This was done in groups so everyone could see and feel better about asking questions as we went along. The end product was each student having a chance to demo.
Dawn,
Yes, especially for students taking night classes. But with a good strategy that includes interesting topics and a variety of activities can minimize the effect of tiredness after a long day of work.
Barry Westling
Thanks. I remember reading somewhere (probably a MaxKnowledge course) that the first part of the call is the most valuable - the time you have the students attention the most.
Dawn,
Keeping night students focused, engaged, and interested is definetly a challenge. I try to use information thats im[ortant to them, as in their career choice and how it can benefit them, as a way to keep lecture material fresh and alive. I lecture with most important info first, then any lab activities, ending with discussion. In the evening, evyone's tired and I find this sequence to address the natural tiredness best helps keep their attention.
Barry Westling
I agree. Variety is the spice of life. I teach in the evening. Many of my students have been working all day and they're tired. Using different forms of media helps break up the 2 hour classes.
Andrea,
Pretty good stuff, and effective for the setting you're using then in. I think the more variety, change ups, and alternative methods we implement, we will capture student attention, focus, and keep them engaged.
Barry Westling
I select media based on the topic or situation. In a lab setting I rarely use PowerPoint - white board and models or material for demonstration are best. For an actual lecture on theory or new information needed before moving to the lab setting I use PowerPoint. For days when case studies are used, I may use flip charts so groups can be formed and they can post their ideas or answers near their location. It all depends on the topic and situation.
Jonathan,
I think all students use all of their senses to varying degrees. Some have more genetic disposition to one type of learning or reliance on one sense more than others. That's creates individuality, creativity, and independent thoght. As instructors I think we need to be cognizant of the the different learning styles, and try to incporporate as many senses into the lessons as we can. In this way, we will reach the most students most of the time.
Barry Westling
if seeing is 83% and hearing is 11%, then it makes sense to have things for students to see in abundance.
in my case, marketing texts usually have good powerpoint presentations. I usually present these, moving to the screen in order to use physicality to assist in explaining the material (and to wake students up). I rarely use the board. Rather than taking notes, I ask students to follow along in their texts (since the book publisher makes the powerpoints). This lets them know where in the book the subject matter is, and has a reinforcing effect while being looked at, in addition to seeing my slides and hearing me.
Since I'm an old salesman, and an actor, I do a good job on the "hearing" part.
the module has me thinking about how I could incorporate tactile and/or smell/scent; no conclusions yet.
Greg,
I think you're doing fine (with what you have). Although todays students are accustomed to more technology than we probably did, that doesn't mean good instruction requires a high tech approach. It's what the students learn that is most important, and as long those student learning outcomes are met, we can consider ourselves successful.
Barry Westling
Clay,
Sounds like a nice blend and variety.
Barry Westling
This is an area that causes me concern, and has led me to try to be creative. What I mean by that is my classrooms do not have the technology to present information to the students. I have a white board and little else. With limited tools how can you address each student's learning preference? I want to address as many as I can, so I am forced to used somewhat archaic means. For visual students I have learned to draw on the board (pictures and words), for auditory students I lecture, and for all the others there are assignments that require gathering info from the Internet. Although not cutting edge, I try within the limitations to address the best media, and a variety of media for each class period.
I use a mix of power point lectures along with white board lectures and real world examples. Usually in thirds, I give the power point lecture, reinforce it with white board in depth explanation and show real world printed examples of work I have completed. That way the student can make the connection between theory and practice.
Tiffany,
These days, the web, internet, online resources and in general, the explosion of technology we've all experienced can be effectively channeled into our lessons. Although we get older students, manyt if not most of todays younger set are accustomed to mutimedia in computerized resources and I think anytime we can add those into our delivery selections, it adds variety and interest to the classes.
Barry Westling
I start with the instruction materials provided and then if I see fit I will add additional media outlets. I have used many different types of media and I find that instructional videos to be a great tool in Cosmetology.
Amanda,
Clickers are great for classroom discussions. Annomymous, reinforcing correct information, debating why one choice is better, reviwing, etc. As a technolgy, this is agreat way to begin a discussion (3-5 general questions), that lead to further discussion.
Barry Westling
I am fortunate at my organization because I take students into the clinical setting to apply knowledge they have learned in the classroom setting. I assist the student in the hands-on learning and refer students to lab settings for further instruction. If the content is unavailable in the clinical setting, I use powerpoints and group dicussion to facilitate learning. Recently the organization has begun using "clickers" to increase student participation. The new technology is exciting!
John,
In one sense use the resources that work is most appropriate, although that statement not very specific. But the ,meaning behind it is there is a lot for instructors to choose these days and we have to be sure that we are choosing the best, among the just satisfactory. And it depends, as you point out, at which point (early on or later on) in the course students are attending.
Barry Westling
It actually depends on the topic being presented. Many of my lectures are done via PowerPoint; however, if there is a question that requires a descriptive response or a diagram that isn't on the PowerPoint, I utilize the whiteboard. I also believe in simulation and hands-on whenever possible. For students near graduation, I like to have them give an opportunity to apply what they've learned and enable them to do a presentation on a topic.
