Learning by demonstration
Our classes are primarily demonstrations, after which the students then go and do what we did. At this point in time they are at the intermediate point in their education, so some of the things they are doing, they have done before. My question is some of our visual learners do not "get it" unless they see each and every piece of a demo, but the majority of the class elects for us to not re-demo some items. Any suggestions on how to help the slower ones. I do go work with them individually, but what else can I suggest to help them
I have to show the students various art supplies and demonstrate how to use them and have them follow me as I do this. does't seem so scary that way and they compare with each other's work. seems to work!
Hi Eva,
I schedule an appointment with the student that is having a problem and we sit down and discuss ways the problem can be solved. I let the student know I am seeking to understand the situation and how I can be of support to the student. By talking with the student I can learn where the student is coming from and how I can be of help. In some cases I learn that the student is not going to become invested in the class or learning. He/she is just killing time in class because their parents forced them to go to school. I will continue to support such a student but I do focus my time on those students that are there to make progress with their careers.
Gary
When I am presented with this type of challange I try to jog their memories of when they had done it previously, try to explain the procedure in the easiest way possible if need be & sometimes supervise as they attemp what is trobleing them. Unfortunately, many of the times the "slower" students tend to be those who come unprepared & late for demo. Any suggestions on how to approach late students who have missed the entire demo?
I know you keyed in to visual learners, but sometimes it is valuable to have a student do a step by step account of how a demo would go, if there are a lot of gaps, I recommend "not skipping", though I know time constraints can be an issue. In my expereince, students who want to skip ahead tend to be impatient rather than having mastery, and will benefit from the nuance of your professional demo.
Hi Christina,
Their career field is a hands on field and the like to become involved with learning the various skill sets. By offering extensive hands on training you are building a solid foundation for their future careers.
Gary
I teach classes by demonstration also for audio software. I use a two part method for my lectures/demonstrations. I use a powerpoint to first define what I'm doing and then also give several ways to accomplish the task. The next step once everyone understands my explanation is to then demonstrate the different ways of accomplishing the task and the practical uses of it everyday in the industry. Usually eveyone can easily identify with the practical use and finds at least one, if not two, of the methods of doing it useful and easy to remember.
Absolutely hands on learning is most effective when students are trying to obtain skills. There is a huge difference between head knowledge and application.
I teach skin care, and a lot of the class is me demonstrating different skin care treatments. I give handouts and information about the objective I'm teaching. I feel that when I demonstrate to them is when they learn the most. They like the hands on learning too.
I start my classes with a demo as well. Then I send them back to their desks to imitate what I have done. I walk around and help those who are not doing well and often get the stronger students to individually show the weaker what would help them.
Hi Jannette,
Can you create student teams where students can work with each other on software related issues. I have found that by pairing up students the more knowledgeable students enjoy having the opportunity of helping other students develop their skills. Then as a team they can report on the progress that they have made.
Gary
Hi Eddie,
This helps to make it "real" for them. They hear, they see, they do. The doing helps to integrate the content into their memory banks at a much higher rate.
Gary
I teach software and also design based courses.
Some students really need demonstration point by point - when a majority of the students are on que- have read prior to coming to class and more familiar w/ the computer.
How do I address (a) student during a demo- who is significantly behind during the demo -when a majority of students are (most if not all ) are on task.
I feel the frustration for a majority of the course - but want to assure the one student I will work w/ them individually,
but not target them out for keeping the class behind.
I teach IT classes and I have found over the years that it is best if the students can get their hands on a keyboard and demonstrate their skills they do better on the long run.
The act of doing things seems to mean a lot to IT students.
Carol,
I also have classes that weigh heavily on demonstration. I find it best to do a small task and then have them follow, and then do the next task, in front of the class, and have them follow that...yes, the faster students get done right away, but I have them help their fellow student, if I can't get to them quickly enough. Peer teaching is also a powerful tool. They learn more by teaching others.
I've given take home projects and provide individual follow up. That has helped, but I certainly understand your frustration.
Hi Charles,
This really helps to keep the engaged as well. They are learning in a sequential manner and this is how they will store it in their working memories. This makes for much easier recall when they need to perform the procedure.
Gary
Hi Enrique,
Good point about being intimated by something when it is thought of as being hard or complicated. Our job is to break down the content so it is understandable and useable by the students. When we do that we are being successful instructors.
Gary
What I like about learning by demonstration is watching the student write down the notes written on my classroom board. Watching how they check off each element covered in the session and to question what was not covered by the notes on the board. Checking the instructor and checking the completed goals is somewhat fun if done right:).
Yes, even the word hollandaise can be intimidating, but when it is deconstructed into it simple ingredients then it becomes something everybody can familiarize to.
