Varied Skill Levels
I find this job especially challenging when it comes to the varied Skill/Knowledge level of my students. At any given time I could be teaching to an audience which includes students with a Masters Degree sitting next to a student that has a GED. To find that pace or flow that keeps the advanced student interested without losing the struggling students can be a challenge indeed.
Debbie,
More variety stimulates learning and I thinlk helps create a desire for lifelong learning, which may result in multiple skills, credentials and licenses, and perhaps additional education.
Barry Westling
I agree having varied level of skills is a interesting. I work on the clinic floor teaching instrutments to students. Some have been assistants who have some dental background where others have none. Keeping all of them engaged is rewarding.
I have found that I have a very varied audience compsition in my classes. I teach at a Career/Trade (Associates Level) institution. Some of my students are right out of high school while other have decided to return to school after 20 years in a factory-type job. I have found that frequently "checking-in" with the class during a lecture/lesson helps me to determine if I need to adjust the pace or if the students are ready and able to take on more advanced material. I begin by asking the group, "Does what we just discussed make sense to you?", then I follow up by asking them to explain how the information can be utilized in real-life situations or to give examples of a time when they observed a situation that would be applicable.
Hi Sandra:
Peer mentoring or pairing is a great way for stronger students to,reienforce their stregths, and weaker students to benefit from assistance from " one of their own", a language I call "student-speak".
That's a great idea. I try to encourage team involvement in my class. Yet, the students do not want to team up and work together to work on their skills. I think I will give your idea a try of putting a strong skilled student with the weaker student.
Thanks,
Hi Jennifer:
Geat technique as both benefit from the experience. As you point out, this works best for skill-oriented activities, but can be used in other classroom settings also.
Regards, Barry
Hi Adel:
Great!.Just like variety is good in providing media, variety in hearing from other in their class is just as valuable. What is created in the mind becomes the eality the students lives with.
Regards, Barry
I have found that when you are faced with differing skill levels and the work is practical lab work, I will put a strong skilled student with a weaker student. this way they the skilled student can help motivate and increase the skills of the other student
This is a great idea. I often ask students if they have experience dealing with the subject matter and ask them to share their experiences so other students can identify with them and see the possibilities ahead of them.
Hi Kay:
Even closed enrollment programs will experience some degree of varied skill levels. We can pretest to learn what students know; we can separate stronger students from weaker students, and have them work on similar but skill-appropriate level material; and we can plan extra time for any student we've identifie as needing assistance when we inform students of their status.
Regards, Barry
We are an open enrollment school so skill levels are very varied. I try to identify within the first 2 weeks who my need assistance in their course work, not only for my class but also for others. I will request a tutor and follow up with the student and the tutor.
Hi Thomas:
Good thoughts and examples of the varieties of students we receive and are responsible for.
One thing that ties all the diiferences together is the career area you're teaching them. It's the one thing they all have in common and something only you can provide the most thoroughly.
I think a way to keep attention, bridge the gap(s), and keep it all practical is to share stories, past situations, mistakes, case studies, things they may encounter in the work setting. Afterwards, bring them back to topic.
Regards, Barry
I wish I had a way to engage every student at every level. My students are by far some of the most complex and individual free thinkers that I will ever meet. I remember what it was like taking the "plunge" into a new life of commitment and sacrifice. The guy next to me was laid off because he was making too much money. I am very fortunate to be where I am at now and I can only try to inspire my students to have a hard work ethic and willingest to learn. My students come from all walks of life and I have probably learned more from them then they have from me. I hope that I will be able to pass on some sort of knowledge that will be beneficial to ALL of my students. I couldn't have asked for a more challenging, yet rewarding job. I think the only way to get a class to get engaged about the course is to introduce some competition amongst the students and get the "older folk" to help out the "babies". I have found that if I make a reference to something that I wasn't alive to see and then reference something in the digital age right after, i can bridge a small gap. The age difference and experience level can inspire students to achieve and prosper at the professional level and give insight to the already experienced.
Hi Roberta:
Your classes sound like mine, and probaly thousands of teachers all around. This is a common occurrence and best handled by recognizing the individual needs, and developing study plans tha address the needs of your students.
Regards, Barry
Hi Harmony:
Part of that "bringing it together in the end" has to do with your personal touch and connection you've committed to reaching out to each student and relating math concepts applicable to work setting situations. That's the one thing all the students have in common - they're studying for a career. When you can get their attention and focus examples on real world examples, I think you've made real progress.
Regards, Barry
Hi Frank:
Almost all class have a mixed bag of stronger and weaker students. Exercises and activities that separate these general groups into common learning levels can facilitate a more beneficial learning environment, and the students will feel they achieving a degree of successfulness in their class. That self confidence can't be a harmful thing if the student advances their knowledge base, even if if it's only a little.
Regards, Barry
Most of my classes have students with great variety in age and experience or background. I find that breaking up the class into smaller groups works well to give the special attention needed by the lesser qualified students
I agree with you. I have students that enter my Foundational math course that could have just graduated high school or haven't seen a math problem in 15 years. It is difficul to bring them all together to a happy medium for discussion and learning from all. It is quite the challenge, but somehow it all comes together with persistance.
Yes, I agree. A main challenge is the balancing act of keeping those with advanced skill sets challenged, while at the same time raising the level of those with more basic or weak skill sets in the subject matter.
