Hi Mary,
Yes try this change. Students tend to really enjoy active learning. You really can do a lot with active learning with Web Design. Once students learn all the nuts and bolts, they can even design a web site at the end of the term for a final exam/project.
Patricia Scales
Hi Mary,
Yes try this change. Students tend to really enjoy active learning. You really can do a lot with active learning with Web Design. Once students learn all the nuts and bolts, they can even design a web site at the end of the term for a final exam/project.
Patricia Scales
While teaching business courses it is usually very easy to fall into the lecture approach to deliver the information. I know that while lecturing sales and customer service courses it is easy to just deliver the content and test on it. However, to make students active learners in this course, instructors could allow for students to practice sales techniques with one another as well as customer service techniques introduced in the course. By allowing students to form groups and practice these skills they will be better equipped for real-world scenarios. This will provide a more active learning environment for students.
I teach Web Design and typically reserve lectures for teaching theories and principles. For example when teaching UI (User Interface) Design, I usually present the History, Principles (with Examples) and Best Practices to students in lecture format and then quiz them later on. To make these lessons more active, I could easily have students discuss different apps and websites that they think align with each principle, in mid lecture, rather than out right showing them. Once they have contributed, then I could show them other examples that I would recommend. This would directly involve students in the lecture and create a more active learning environment.
Hi Christopher,
I like the idea of giving students the theory and then letting them apply what they have learned. Students enjoy hands-on applications.
Patricia Scales
Hi Eric,
Sounds like fun, and the students are learning at the same time. Flash cards are a wonderful learning tool.
Patricia Scales
I teach a class on facilitation where I start with a lecture - consisting of definitions, verbal and non-verbal skills, reading body language and finally time management. I have them conduct simple exercises for each area of the lesson to ensure each student understands the different facilitation skills. Then, I divide them into small groups, select one person from each group to a lead a 15-minute discussion using the facilitation skills. I use the same concept during and after most of my lectures.
When going over drug names and uses, I like to use flash cards and put the students in groups. Together the students have to match the drug name to the appropriate use. Then I have them rotate from group to group.
Hi Russell,
What a great way to help students see the relevancy of the course. When dealing with people, you certainly need to know how to speak.
Patricia Scales
My culinary and baking students must take and pass a course in public speaking as part of their associate degree requirements. Many of them do not see the relevance of the course and would be very happy, thank you very much, to sit passively in the classroom. I do two (2) things to encourage these students to get involved: (1) confirm that as future leaders in their industry, they will have to be able to speak to their teams, investors, and patrons, and (2) require that they speak to the class every time we have class. Although speaking in front of the class is a high-risk activity, every student is required to speak so the atmosphere in the class is highly supportive. By the end of the block, everyone in the class is comfortable speaking to the class.
Hi Carol,
Great way to connect learning to the real world! Students need to know what they are learning is useful.
Patricia Scales
I always teach a concept, and then apply it to the workplace or job they are wanting to get, or some practical application, and ask for their examples of how they think they can use this knowledge in real life or the workplace.
Hi Mark,
Love the see-discuss-do method. Students want a variety in the classroom. Pure lecture is way too boring. We should give our students something to look forward to.
Patricia Scales
I almost never teach using a pure lecture approach. I find that puts students asleep. When it is a lecture though, I also inject several questions. I always tell the students that they are free to ask questions and so am I. It's a two-way street. That usually keeps them on their toes. Usually however, I teach using the see-discuss-do method. I lecture about a topic (with questions/discussion thrown in) and then have the students practice in small groups what we've just discussed.
Hi Sara,
Students enjoy and learn a lot from case studies. Case studies make students think about what is going on in the real world.
Patricia Scales
Hi George,
As long as it works most of the time, I would continue using it. Smaller group settings seem to be more effective than larger ones. Students tend to be themselves more in a smaller group setting.
Patricia Scales
Hi Douglas,
Great way to break the monotony! Even adult learners want a mixture of teaching methods.
Patricia Scales
Hi Sarah,
Great exercise to get the students refocused. Sometimes we really do have to force our students to learn.
Patricia Scales
Hi Mike,
Some students just do not care. Continue to give active learning type assignments and encourage your students as best as you can. Once you have done all you can for the students, that is all you can do. Grade them accordingly, once they receive so many zeros they will begin to wake up.
Patricia Scales
Hi Emily,
Students really learn more effectively from doing. I am a kinesthetic learner as well therefore I like teaching this way, however I do teach to reach all types of learners.
Patricia Scales
