Hi John,
I use this approach in simple concepts as well. I explain what I am going to do; I do it; then I let the students do it; very effective.
Patricia Scales
Hi Steven,
It is always good to lecture on a concept before actually letting the students tackle the hands-on portion. Students need to understand what they are doing.
Patricia Scales
Hi Robert,
Absolutely! Change should always be welcomed. As instructors, sometimes we have to ask ourselves if we were effective in teaching the concept.
Patricia Scales
In course 128 we have a lot of lab time which utilizes active learning. I present interactive lectures to properly prepare the students for the lab exercises. I like to break up the lecture with small group activities in the classroom which are related to what they will be doing in lab. I find this to be an effective way to keep the students focused on learning the material needed.
The course that I teach is Basic Electrical and is hard for the student to get the understanding of how resistance, current and volts all relate to each other. I use many combinations of instruction the lecture is just a small part, like using the interactive questions. When I ask a question and if the student gives me a one word answer the student next to them will give the why, this keeps the students attention during lecture times. Use demonstrations and hands on. So, it would boil down to this, lecture on topic, demo and hands on and students will get the concept of the topic.
Our course schedule incorporates a lot of lab time which utilizes active learning. I present interactive lectures to properly prepare the students for the lab exercises. I like to break up the lecture with small group activities in the classroom which are related to what they will be doing in lab. I find this to be an effective way to keep the students focused on learning the material needed.
If a particular section of the material usually yields low scores, that would indicate a change is overdue. Examine the situation and form a plan to utilize active learning, implement the active learning and examine the results. Modify as needed.
Hi Ricky,
Students really get into learning when they can apply what they have been taught. Application is a great method to determine if students understand the material
Patricia Scales
In my hydraulic phase that I teach. We discuss amoung the class what happens when the system reaches a stalled condition. After we discuss a couple of sections, we go out to lab and put what we learned in class into practice on the hydraulic boards.
Hi Drexel,
Time is of the essence and our students have to learn how to do quality work in a short time period in order to be efficient on the job.
Patricia Scales
Hi Errol,
Awesome! I agree! Students absolutely love it when they can actually do what has been taught to them.
Patricia Scales
Hi Steve,
I concur! Students tend to enjoy the lab section of the class a lot more than the theory part because hands on is involved in the lab portion.
Patricia Scales
We always do a lecture, lab test method. during the lecture i ask question and always entertain comments and experiences. the labs (practical) portion is always the best way to learn.
In the courses I train in the lesson are a combination of lecture (interactive), demonstrations, and hands on training. I feel that hands on learning sessions are one of the best methods of active learning. After the initial demonstration, I'll ask students to repeat what they've seen on their own and to keep practicing. Students are encouraged to seek tutoring if they are struggling in any area of the course material. Most of the students show mastery of the material in short order time, their grades are high, their motivation is great, their attitudes are great and they graduate.
The biggest guidline is the ability to complete the designated task or tasks involved in a timely safe and expedient manner.
Hi Steve,
Active learning lessons are always welcomed by students, they can be done at any time in order to enhance any learning objective. You simply do the active learning once the concept has been lectured, and the benefit is verified once the students can do it while in class as well as on the job.
Patricia Scales
