Tracy,
Collaborative activities can serve as powerful tools, for "non-graded assessment". "Non-graded assessments" refer to activities, that are not generally graded, however they give the instructor an idea of how well the students are able to comprehend and apply the material.
Tremayne Simpson
I try to add some creative flare to the content. I have the students research topics in small groups, make posters or power point and then present their topic to the rest of the class. In another course I have a few games that include the course content. I do try to include all information that could be information on thier licensing exam.
I am a Chef Instructor and we are given standardized recipes and course material to follow. To personalize for example, the classic sauces, I order extra ingredients from the storeroom so we can make 'mac & cheese' with the 'Mornay Sauce' or I make poached eggs to go with the 'Hollandaise Sauce' that they are toiling over. This way they can immediately see how their sauces are used in a restaurant setting(a Hollandaise Sauce) or how a 'Mornay sauce' is the basis of a something very simple (Mac & Cheese).
Erin,
This is an excellent example of how "standardized" course content can be customized, in order to provide the student with a unique learning experience. Sometimes a subtle, personal touch to class lectures, assignments, etc. can increase the student engagement with the course and assist with their retention of information. Generally, personalized analogies can have a lasting effect on students. For instance, I have had many former students remind me about a specific example that I used during a lecture, that took place several years ago.
Tremayne Simpson
The objectives for my course are standardized, but the assignments are not. I try to make at least one assignment or activity in the first week a "getting to know you" type of piece. I find that asking students to write about themselves and asking them some questions helps me get to know them. I can then use that information in my lectures to tailor it to different students. For example, if a student in my Composition I course said he is into repairing cars in his spare time, I might try to work in some car analogies in the following weeks. Using professional analogies is always helpful, but sometimes personal analogies can be just as meaningful.
Karen ,
I agree with your approach to instruction. In general, being a course "facilitator" is the best method for addressing career college students. Providing traditional lectures do not achieve the desired result, because the career college student is not a "traditional" student. While it is more of a challenge to diversify the delivery of material, it is also more rewarding to know that the students will be directly applying the information to their future careers.
Tremayne Simpson
LaTavia,
I agree with your approach to delivering a "ready made" curriculum. Focusing on the most useful content, will assist with the students' ability to retain information and enable them to apply it for practical use. In some cases, "overdelivery" of content that is not necessary can defeat the purpose of providing students with important "tools" for their future careers.
Tremayne Simpson
I am definitely not a pure lecture instructor -- lecturing only will surely put the students to sleep. Not matter how many times I have prepped for the same course, I review the material beforehand. In addition to my lecture I incorpate as many of the following items as possible, games, videos, worksheets, puzzles, current events. I also ask the students, to discuss topics -- and how the topic may be relataive to his/her past or current work experience. My students also know that I like to keep their education fun...I tend to make jokes about the information when possible. Analogies work and pnemonic phrases -- to help students rember the material especially when it is A&P or Networking.
My course content is already given to me, but I do give it my own personal touch by selecting material that is going to be useful during the duration of my students career. I often get asked when we are pushed for time why didn't we cover something, and I do let them know that it is something they probably will not have to reference back to. I do often try to go back and cover it if we have time after covering the required material.
I first look over the book that we are given to educate about. Then I identify the important terms and items in each chapter that need to be explained. I also go to our state board testing packets and see how the information is needed to pass boards.
I do take the first half hour of each class to discuss how things are going on the floor for practicals. Do you feel that you have been given the information you need to do your job well or what do you feel your lacking in that I can help with????? or is it just more practice in the area an not really the knowledge part but just practice.....
My selection of course content is based upon the criteria and course objectives for each course. However, another important factor in selecting course content is the current trends in the job market. I want my students to be prepared to fill the positions available in their career major. The skills that they will be acquiring in the class need to be directly related to the expectations of their future employers. Offer the student work scenarios and simulations, and emphasize the relevance of each situation.
Robert,
Interesting. Do the producers of the manufacturer's courses provide specified faculty development for the instructors? I assume that training would be provided, since the courses are produced by a third-party.
Tremayne Simpson
We are lucky in the fact that the manufacturer's classes we teach are produced by them. They do alot of planning on the materials they want presented. The lectures and labs are set up to flow smoothly and the program advances as the student advances.
I teach IT/Computer Networking/Information Security/Computer Forensics courses, and I have found that utilizing additional materials related to professional certifications often times helps students to focus on the most important areas of these topics.
Students often times are familiar with the various professional certifications (and I work with them to make sure that they are familiar if they aren't already), and when they understand the value of the certifications, it really helps when they know that the course can help them to prepare for those in addition to earning college credit.
I try to approach from the POV of the student and ask what do they really need to know. I start there and then can add as necessary or as I determine student interest.
To date, the courses I have taught have a predetermined model...up to and including daily lesson plans. That said, because it is so structured, I find it important to add in my personality. I do so by providing additional learning resources. I pull recent articles, television programs etc and incorporate them in to assignments. To make the course more intersting, I also encourage students to provide their own examples (television, news, articles etc) and have them tie it in to current course curriculum. This allows the course to be more interactive and engaging.
Sandra,
These are great methods for diversifying the lecture. Many instructors are using non-traditional form of presentation slides (i.e. "Prezi"), in order to further customize the learning experience for the students.
Tremayne Simpson
In teaching Business Courses I like to mix up the resources I use. I don't like to use the powerpoint slides provided by publishers and choose to make the course mine by relating the course content to the real business world experiences that I have. I primarily do adhoc lecturing by following the book content. I've used guest speakers, both in person and by Skype to liven up the class. I also like to lecture, have group break outs and demonstrations and such. This allows students to hear, see, and apply the learning and prevents boredom.
I also use these methods. This makes it more relevant for my students.
I receive standardized course content for the course I teach and as I explained in a previous post I adapt according to the student's needs since it is about them retaining the information in a way that will allow them to pass their certification exam.
I have worked on developing some courses and we look at current as well as past trends in our industry that a successful professional needs to excel in the work environment.
