Hi Timothy:
Sounds like an effective arrangement. Keeping groups with similar learning styles or levels can be a helpful way to organize discussion gropus. It's also helful to mix it up sometimes to bring some variety to the discussion.
Regards, Barry
Encourage the upper level student to help mentor the other students> this keeps them mentally involved, shows thier interest in the other students. It helps the lower level student to try and excell and live up to the fellow students higher ability
I like to use the more experienced student as a group leader this usually happens on its own anyway. They can be the person to make sure that all that group’s tools are accounted for and that every thing is turned in and keep everyone on task. These students can also be very helpful with repairing training aids. In the classroom can be a little more difficult, but one thing I’ll do is when I see them loosing focus or getting board I’ll direct a question to them that I thing they will know the answer to and let them elaborate on that topic for a while
i break up the groups,strong versus weak,and form groups with both types so the learning is peer to peer and normally that helps the hole groups understanding of what is being taught.
Hi Jeff:
I think many instructors can relate to the situation you've described. At whatever level a student may working at, one technique I've sometimes found successful if to find a way for all student to have to teach some aspect of the lesson to the class. To some this is frieghtening, others thrilling, still others, a challenge. I believe the way an individual learns is by teaching another.
Of course every student is going to do this with varying degree's of successfulness, but it can make some students feel more confident, proud, informed, or encouraged regarding their studies.
Regards, Barry
Hi Robin:
Your experience illuminates the point that nothing is going to work in all settings. Allowing yourself time with a weaker student by giving a stronger student a more challenging assignment is a terrific idea, and very creative. Also, your tweaking the class assignments as needed demonstrates your concern for ample and effective student learning. Good job!
Regards, Barry
Hi Glen:
I think anyone who has taught for any extended period of time can relate to the situation you've described.
Although not a panacea, I believe if students are given clear instructions, directions, and expectations, they will tend to align with the directives most of the time. But I understand there always seems to be an element in a class that perform suboptimally.
As in the workplace, we usually spend 80% of our time dealing with 20% of the populace. So it seems true for the classroom.
Regards, Barry
I agree with Eric. Many students prefer to remain within the same groups that they have formed social bonds with. This has proven to be a problem. The groups tend to form along the lines of those who take learning seriously and the group that does not. I have tried to reassign the groups but have found issues arrise at this point. The groups that take their learning experience seriously do not appreciate having to work or "do the work" while the other members of the group hang on the shirt tails of the doers.
Has anyone had the same experience?
I have had some good results with placing the two students together and allowing peer learning. On some cases this has not worked. I sometimes will place the student that is more advanced on his own with a project that is harder than the normal project. And at the same time assist the student that is having a harder time understanding by walking him or her thought the project or acting as their lab partner. I find that the classes are changing and more students are coming into my class without the knowledge needed or slower than the rest of the class. Some classes require that I increase the number of lab projects while others require that I decrease the number. This means that the projects need to be more detail so as to ensure that the students obtain the require information.
I have found that every class has the gifted and the not so gifted or maybe it is better to say the experienced and the not so experienced. The problem is when someone has an attitude problem, because they turn them selves off. I find this can happen with a talented student as well as a not so talented student.
I want to create team work in the class and then get everyone to feel ownership for not only their own success but feel apart of their peer’s success. We learn our best lessons when we feel part of a bigger plan.
Hi Chuck:
Your personalized approach is welcomed by most students I'm sure (except for maybe the reallky shy ones). I would like to be in this kind of class.
Regards, Barry
Hi James:
You'e provided a very methodolical process by which to instruct your students. The time and effort you state conveys to me you care about the class and it's students. That's great!
Regards, Barry
after a lecture session I like to ask questions about what was just covered.I move my focus around the room trying to leave no one out.I ask students direct questions,i tell them I need them to respond,I then start to assess the learning styles that I find.I then put expierenced students with inexpierenced students in lab groups together,then again watch outcomes.I also tell my classes we are a team and we help one another.I also stay after class and help those who seek it.I tell the class up front that this help is available and that they have to ask for it.
After introducing the class to my students I like to go around the room with several questions to find out what levels I am dealig with. I will ask each student "What do you wanrt from this class", "Where are you from" "Are you working and at what" and " What hobbies do you pursue". This does several things, lets me know how much they were listening , what their experiance is, a general idea of how they may have growen up, and what other or simular interests they may have. All of this helps me determine how I will group work groups, what lab asignments may work best and the extent of extra challenges that may be needed.
Hi Daniel:
Good use of teamwork. Students trust each other, and matching stronger students with weaker students is a great idea.
Regards, Barry
We have students work in groups of four in lab so I like to put less experienced students with the more experienced students so they can help them. I also push them to work as a team in lab and I want them to help their teammates in class as well.
Hi Robert:
I would say sometimes students don't pick up evrything they need, although they may get enough to pass or use in a work setting. If instructors base their teaching on student learning outcomes (SLO's), then all students will have an equal opportunity to learn what has been determined as necessary.
Regards, Barry
Hi James:
Using the methodology you describe I think is one of the best ways for a student to learn - that is, by actually teaching some aspect of the material to others. I've found that it helps identify weaker areas and also confirms and reinforces the material they have mastered.
Regards, Barry
I find that trying to cover most of the information from top to bottom will have something for everyone...they will pick-up what they don't know
For those students who have little exposure or aptitude, I try to explain the program in a way they can understand by using real world examples and metaphors. For those students who have a higher aptitude or who are working in the field, I ask them to assist or explain in different terms to those in their lab groups who are not understanding. During this process I will usually stand to the side and listen, offering only an enhanced explanation if needed. Putting a student who is ahead of the curve as a lab assistant gives them a greater feeling of accomplishment and involvement, and I have noticed that some students are more receptive to information from their peers than from an outsider, namely the instructor, even though he is perceived as the expert. It is sometimes difficult to relate to those from "generation Y' when you are from the baby boomer generation.
