Learning by Doing
Since the attention span of most adults is in the 15-18 minute range and as adults we generally only remember about 25% of what we hear and as adults we normally only retain 40% of what we read, I have found that learning by doing works great, especially for a profession that uses motor/hand skills as part of their job. I have found that I can talk for an hour about the sequence of a procedure and many times I get this blank stare back from some students.
But once I take them into the lab and do a demonstration (learning by observation) and they see things and feel things with their own hands (learning by doing), I can see the “light bulb moment†happen. They then begin to take the message from the lecture and the sequencing of events starts to happen.
I know that I need to have the lecture portion of the lesson, but I really love getting into the lab and letting the students get to understand what we have been talking about in class. Many of them come to me and say, “I finally get it!â€
I had one student that just couldn't understand concepts in lecture no matter what the subject was, but she was an ace in the lab. She could take a concept and apply common sense and some of the lecture that got through and do a lab procedure better than any of her fellow students. We got her through the didactic by a thin margin, but her lab skills got her through the rest. She is now successfully employed doing the skills that she learned and is a valuable asset to her employer.
My question would be how others work with students who have a lot of trouble with the book learning, but are very good at lab/skills.
I think that "hands on" is one of the best ways to teach auto students.
I find that those students that learn better by hands on, need to go to the lab and there show them the concept you were talking about in the classroom. Once they see and touch the component, it starts to make sense to them. The thing is in the automotive field there is a lot of information that has to come from a service manual, cd or what ever system the shop happens to employ. So there is a need to relate visually and also through reading. So the idea is to try to teach the student to also learn from the book, which for some students is not an easy task.
i agree, they do better doing the work
I have found that putting a sharp student in charge of the lab group enhances everyone's learning in the lab. The student in charge becomes the mentor, helps the weaker students, and gains knowledge through showing others.
Hi Thomas,
I commend you for looking for ways you can lend instructional support to your students. As you say with just a little help and encouragement they can do a much better job of getting the concepts that are needed.
Gary
I have many students who struggle with book learning. English as a second language,poor reading ability and other factors that make life, not just book learning very hard. An instructor has to find the time to talk to these students in private,if only briefly,to learn what it will take to help a student. Many students respond to going over the lecture concepts again,when the lab has been completed.
Good question. I teach online and even though it is somewhat more difficult it is important to still offer different learning techniques to the students. Not every student learns the same way so including powerpoints, handouts, books, audio, chats, etc help to reach every learner.
Becky
Hi Darrin,
That is true for many of us in the skill areas. This is why our career courses need to have relevancy and application in our instruction or they won't be as effective for our students.
Gary
I have always learned a skill better when doing the skill physically and then applying it on paper.
Hands on learning with short lectures is the best for retention of the lesson and hands on experince.
Hi Sharon,
You are using a form of best practice by your approach. The mini-lectures and then application will be of benefit to your students and will help our classes go more smoothly. Keep up the good work.
Gary
As a medical instructor it is always more productive to learn by performing hands on/tactile learning oppurtunities. I still have lectures, but I tend to mini-lecture and then demonstrate a procedure so the student can mirror the proper sequencing and performance of a medical procedure.
As an auto tech instructor, if it is a concept I can show them on the vehicle, i do. If it is a theory that cannot be "proved hands on", then I use analogies, similies, or metaphors to best get the student to understand the point. If a student still struggles to understand the information I arrange tutor time with them. Breaking down large concepts into smaller bits, and get them to understand one little bit at a time. It is always my goal to get the students to truly understand the information, rather than get them to memorize information. I draw lots of pictures when teaching, I make sounds while teaching that sound like a noise an automobile would make, describe smells, etc. Getting a student to think with all their senses with help with learning. Luckily, at my school, we have a resource of over 50 instructors, if worse comes to worse I ask for another instructor, who is a subject matter expert, to help me explain things.
