I think it really depends on the subject being covered. I especially like PowerPoint presentations that show only the main points. These give me a roadmap to follow and help me to stay on track. I can be easily distracted by questions, etc., but with the slide on the screen I can draw back to the original material that needs to be covered.
Dwayne,
Great. PPT slides are a great tool. We just have to remember that is just that, a tool, and should never become the focus of attention. Like a carpenters hammer, it's the finished product, not the hammer that is to be appreciated. It just helped get the job done.
Barry Westling
I am an avid PowerPoint user. You can add video & pictures to go along with the lecture. It gives the student not only an auditory learning experience, but adds the visual component as well.
Roderick,
Good plan. Keeping student attention when they're tired, bored, distinterested, unprepared, don't understand, or distracted can be a challenge. Variety in mixing up activities helps a lot. Also, physical movement, as in lab, demonstration, working on a project, these kind of things help keep the mind focused and maintain student attention. Q and A and sharing stories about past work situations is also a great way to keep attention.
Barry Westling
At our school although the media is dictated for the most part we d have some latitude. As such I use the media that I feel will be most beneficial to getting the point of the lesson across to my students. Since we meet for 5 hours at a time in the evening, four days a week, I have had to change the media I use almost hourly to maintain their attention and foster learning. I use a combination of short presentations followed by hands on in one hour. the next I may give a short reading assignment and then have a discussion group on the topic. The third hour all hands on with lab assignments. Then move on to diagramming on the white board. As you can imagine, it keeps things rolling and fresh as they never know what format to expect from one evening to the next.
Carolyn,
So much is out there, it's really a matter of choosing what's best for the moment. Next go around, it may be different, because the students will be different and maybe the profession has changed somewhat. Have to stay current and interesting.
Barry Westling
The media selected should relate to the class content in that is is an appropriate media. Studio classes need more demonstrations, chalk board and teachable moments. They are hands on and require individual consultation.
George,
There's so much media resources out there we really have to be selective (as you are) in what we choose to deliver our message. We have to decide "what is the best way to teach this group of students this material at this particular time".
Barry Westling
We always have recommended media available - newer instructors appreciate this. Old veterans like me will use whatever is appropriate, being careful not to produce "death by PowerPoint (comatose state induced by an excess of colored content with too much information).
I am a big fan of scanning a pertinent cartoon or newspaper article. It only takes a few seconds, and it's current and timely. I would like to have an overhead projector available for this as well, but getting the content transferred is time-consuming. Besides - I'm not even sure we have one available on campus anymore. It's OK - there is a multi-media projector available in every classroom.
Edward,
These days, there are literally more resources available than any single instructor could ever use in a class. So our purpose has to be to selectively decide what and how best to present the material given the myriad of resources that exist. One way is to think like a student: "How would I want to be instructed in this topic, and resources would work for me?".
Barry Westling
I will use any media that I can get my hands on that will involved as many students senses as I can during the presentation. I will review it for content and flow then do a dry run at home. Make what corrections and changes are necessary, try it again then bring it to class. I have also asked the students what their preferences are.
Kirsten,
I think this is a great observation and is as good as any to follow. The only exception is sometimes there is material that must be covered, perhaps using a certain teaching method or resource, that just has to be used - no getting around it. In that case, we have to work with it. But that dosn't mean we can't have fun with it, make it interesting and enjoyable. In science, there are a lot of topics like that. Making easier to understand and interesting makes retention higher and understanding greater.
Barry Westling
Kevin,
Thank you for your comments. In a way it's simple if we think like a student. That is, how would I like this material presented if I were a student and needed to learn this material, given the time and resources available to me? Trial and error, experimentation, creative lab applications, etc., etc. Teaching is dynamic. We keep what works and spit out the bones for that which doesn't work. I'll add that not only using more senses in learning, but also getting students to teach the material is one of the best ways for them to learn. It may seem backwards, but I have found (given adequate time to prepare), students learn by this method. I guess its like the old saying, "the teacher always learns the most". Why not apply that to our students?
Barry Westling
I have many resources available to me through my textbooks, field resources, and institutions. My ultimate selection, however, is often based on how my students respond to the various resources I use. If they repeatedly seem fascinated by a slide or video, I am likely to use that resource again. If, on the other hand, the students are repeatedly confused or unmoved by a particular resource, I am unlikely to re-use that resource.
Mr.Westling,
I am in the medical field, and it seems that most of the students we get who gravitate into this field appear to be a combination of kinesthetic and visual learners. I don’t know if this can be backed up by research data, but this has at least been my experience. As such, and in regards to student feedback, we as instructors in our program have recently altered our methods so that content taught can be followed up immediately by physical practice of a desired task. It is become a combination of cognitive and psychomotor learning in the same teaching session. Since ours is an accelerated program, this approach seems to have been well received by our students so far, and seems to keep them engaged. Thank you for listing data in your presentation which seems to reinforce that we have made a sound decision. I am referring to the section where you state that “students will retain 60-80% of new material if they use at least 2 of their senses in learning.†With this being said, and as a result of your lesson in this segment I now realize that I can use the same type of multiple sense approach in terms of choosing different forms of media to deliver straight didactic content as well. I will admit that it is easy to get stuck in the Power Point rut, and use this as the primary form of delivery; not thinking about the impact that other forms of media; even those of a more traditional nature might have. In the near future, I will be moving into more of a Lab instructor type position, and the suggestions listed here; regarding the use of flip charts, posters, and the like in addition to those offered on the discussion board have given me great ideas to create a more varied and hopefully more effective environment for my future students! Thank you!
This is dependent on the subject matter in the presentation
William,
Perfect! Finding that right mix among the mutitude oif choices is essential.
Barry Westling
Kay,
Another part of this module discusses using senses in learning. Passing around items that can be touched adds to sensory stimulation and ultimately retention of needed information.
Barry Westling
Qadar,
This is great. By customizing your slides, you make the lessons pertinent to the material you want to emphasize. And alternating between slide and discussion provides a great blend of material that makes class interesting!
Barry Westling
Tracey,
Good. One key I find is what the teacher may think is perfect may be missing the perfect method or information the student needs for complete understanding. Just a sensitivity to what will best serve the students is worthwhile to consider.
Barry Westling
