Too little verses too much
As instructors in our particular field we can have students in our classes that are at two ends of the ability spectrum. Some have very little exposure and very little perceived aptitude. Others may already be working in our field and have very high exposure and perceived aptitude. Considering both of these types of students, how do you adapt your methods to achieve the most successful outcome for both?
Hi Dave:
Good idea. I think it's always better to have a little extra planned for students who catch on quicker or for those that you feel could benefit from added research and related information.
Regards, Barry
During SOP, I explain to the students that the course content will have review of the basics for the beginers. Although, some students maybe at a higher level. I engage them with the options of additional web based training.
I try to observe the abilities to sense who has more experience and try to group at random stronger and weaker students.
Hi Catherine:
Assessing levels and balancing study groups sounds interesting. Good students will always surface. This sounds like it has the potential to draw out the best in students.
Regards, Barry
When teaching a course I will always cover the basics and then question them to see where their levels are at. Then I will try to match them in well balance study groups.
Hi Chrissy:
It's true. Students who are doing well generally are willing to help their weaker classmates. And if the teacher makes this an assignment, it can empower the stronger tudent to feel recognized and appreciated. That's always a good thing.
Regards, Barry
I like this idea of stronger students assisting weaker ones! I am constantly challenged over presenting material, as some look overwhelmed and others look bored. I want to be able to keep learning at a good pace for all students, and I think using stronger students to help the weaker ones will make everyone feel more successful!
Thanks
Hi Milton:
What you're describing has proven successful for many instructors. It also gives the brighter students an opportunity to experience a little bit of leadership and mentoring experience as well. And I think sometimes students relate easier to one of their own than to the formality of "the instructor".
Regards, Barry
once i have determined the stronger student/s,i try and have them work with the weaker students in small preassigned groups (i do not wount the weaker student to feel that he/she is not capabale of performing the task or showed up by the stronger student) If the students can not suscede as a group,Iuse the stronger student for assisting in trouble shooting or minor repair of training boards, this allows me a little more one on one with the weaker students.
Hi Peter:
Great techniques to silently reinforce the students self confidence.
Regards, Barry
When I have students new to the subject matter,I also ask if any other students have practical hands on experience with this.I then see how their real life hands on can relate to what the 'newbies' can expect.Sharing this can also promote the 'if he can do it,so can I' feelings that can promote confidence in new subject matter.
Hi Leonardo:
It seems you are sensitive to the needs of the individual students in your classes - that's a good thing! I agree that when students are able to measure their progress, it helps them wnat to do as well as they can. It helps motivate the students to show you they're trying.
Regards, Barry
I start off my course by clearly setting the expectation of the course and defining the course objectives. I also hand out an assessment exam so that I can see at what level this class is at and adjust my lesson plan accordingly. As the course progresses I continue to evaluate the students and adjust to them. It is very important that they, the student see their progression. I also tailor certain labs making some more difficult that others depending on the student. I make sure the lab objective is something tangible for that student but yet still falls within the overall class objective. This gives the student a sense of accomplishment but yet is still challenging.
Hi Michael:
Great. Using your available resources (including your computer savvy students) in the manner described seems like you're making out the best you can given what you have. I think good students feel appreciated and don't mind acting as an assistant.
Regards, Barry
I tend to use the stronger students in my class as student mentors to the students who require additional guidance to complete a lab assignment when I’m not readily available.
The course I teach requires the lab work to be accomplished on a computer. This can become a two fold challenge. The student may not have computer savvy skills to navigate around a computer or he or she may not understand what the lab assignment is asking them to do.
We are limited to 15 computer terminals for 30 students in each class which can cause a bottleneck on getting assignments completed on time. I usually have my stronger student take 15 students to another class that is not in use so each student has access to a computer.
The students he or she takes may be the ones that I already have coached who have the necessary skills to accomplish the lab assignments without my immediate presence in the room or they may be the ones who require the assignment explained to them in a different perspective then what I am able to accomplish. Either way it’s a win situation for all. The stronger student has a new challenging task to work on (plus he or she is learning important supervisory skills in the process), the weaker student now has two people who can assist them with their needs, and the instructor no longer has to sprint back and forth between two areas to provide assistance to all. He or she can focus on the current students needs knowing that a stronger student is available to assist those in the other area until he or she can arrive there.
Hi James:
Yeah, that diverse class cohort can be a challenge at times. There seems like there's never enough time, but making the time to connect, interact, and engage the weaker students usually pays off in terms of improved student performance.
Regards, Barry
I usually get a pretty diverse group. I like to put the two ends of the spectrum together in lab situations and they both tend to learn from each other. the experienced one likes to mentor the less experienced, because he was aslo mentored by an experienced technician.
Hi Nathaniel:
Maybe symbiotic would be the term. However, where one student may be weak in one category they may be superior in another. As instructors, I believe we need to cognizant of the whole person and recognize all of the positive attributes an individual possesses, then try to channel that postive flow towards the lessons and course material in the varied ways available to us.
Regards, Barry
Hi Richard:
Yes, the positive and (hopefully) motivated student peer can be a tremendous asset to weaker students who can benefit from their classmates experiences and knowledge. It can help reinforce and validate what you have taught too.
Regards, Barry
