list on the board what u are doing that day,go into lecture alittle bit try to get the students to ask questions or ask them questions also have traning aids or visual aids avalable.watch other and instructers too see how they do it.
I will review several different applications of the content to be prepare to help the students make the connection of the different ways this technology is being used.
Also I will search for different types of media, and if possible demonstrate the specific topic being taught.
Hi Richard,
You make a good point about how to cope with not knowing all of your students' learning styles. By doing what you are doing and offering a variety of delivery methods you help the students to succeed by using their preferences for learning in several of the different ways you are offering the content.
Gary
Hi Erik,
Good job of staying student focused. By doing such you are going to continue to be an effective instructor.
Gary
First you have to know your each students learning style and decide what is the best way to communicate to the class by their style of learning. From that information I have to look at activities that will best facilitate the information for the entire class knowing that one style will not reach every student. when given a short period of time to teach a subject matter and not having the benifit of knowing your student styles it becomes necessary to use a variety of methods to deliver the content as to make sure you are reaching the whole class.The learner is also part of the process and must ask question or seek help if the information is not meeting his or her needs. Encouragment of question is very helpful to the instructor.
I'm usually use different styles of teaching, but I adapt my style to the students. And try to use what is most effective for teaching my students. Whatever style is easier for them to understand is what I try to use. I will learn as I go along, what style the students like. Then if I need to, I will concentrate on what works for the students and the type of class
I have at the time.
Look at all the students to determine their style. Have some activties for the class. Combine all teaching style so you can get best out of the class.
some materials I use a power point, or a movie clip. Some items I bring into the class and demonstrate function, assembly or use. I also walk the students out to the vehicle to point out components, and have small handouts about specific ares of study.
I SOMETIMES WATCH OTHER INSTRUCTORS AND ASK HOW THERE WAY OF PREPARING COURSE CONTENT WORKS FOR THEM AND AJUSTING PHASE BY PHASE BY GETTING TO KNOW THE STUDENTS.
I TAKE ADVANTAGE OF ALL THE RESOURCES AVALIBLE TO ME, USING THE COURSE TEXT, COMPUTOR POWRER POINT, TRAINING AIDS AND LECTURES. I USE THESE COMPONETS IN WHATEVER COMBINATION AND SEQUECE AS NEEDED.
i have the students start off by reading the handbook & answering the questions i then lecture about it using training aids to put their hands on the parts. go to the lab & due required projects then test
I explain the topic ,all the parts and their function .I show them visual training aids and have them diagnosis what senarios they might encounter
Steve
Not only are students learning styles different but some of us teach different types of subjects and frequently rotate between them.
When teaching auto power trains, for instance, I'll pass around output shafts from transmissions that aare assembled but have no snaprings and let the students disassemble and assemble them as I describe how they work. In brakes {although I stole this idea from Jim Hall} I put backing plstes with all components assembled ant the necessary tolls on the tables and let the students take them apart and assemble them while we discuss how and why they will stop a car.
when teaching service writing those types of things are not am option. I'll explain what must de done to leagely complete a work order, then ask a student to repeat my directions and the rest of the class to point out what he missed. Likr they say "different strokes for different folks"
Chuck Peters
One way of getting the measage across to students with diferent learning styles is making sure you cover all the bases show pictures, demonstrations,live articles that they can handle talk about how it works or maybe desighn whats good about the subject matter and whats bad about it.List spec's they may need to know,draw on the white board.preporation for a class may involve a trip to the lab. Ask the students what they they think about the subject. Having the class room set up for this is important you don't want to be stumbling around looking for something,You'll lose them.
I use the coarse book and power point and training aids along with my visal lesson plan to achive all learning styles. Flockie
Steve , By observing your class on a daily basis it helps me bring out the importance of the subject matter. there are days when the class looks tired, so I try to do things that will keep them moving and intersted in the lesson, I try to avoid just lecture only days. It helps to obsereve others to see how I can incorperate some of thier techniques into my classroom style of teaching.
Hi James,
Thanks for sharing your strategies for keeping students engaged in your subject area. The idea of using games seems to work in all settings. The students learn while playing a game that lets them practice using the information they have acquired.
Keep up the good work.
Gary
I have come up with a few things that add to or enhance the powerpoint presentations that we all are using. During our "lecture" sessions, I try to break it up by going into question and answer sessions. If the students don't ask any questions, then I ask questions of them. I also may take them out to the parking lot or lab area and have them identify things that relate to what the lecture was referring to. I have set aside sections of class time where all the students do is hands-on exercises, either taking apart and rebuilding a training aid, or learning the correct way to use and read a measuring device. I have a couple of powerpoints that I made myself that illustrate in animation what the course content is trying to explain in words. And I have developed an entire course section that deals with real life scenarios that allow the students to discuss, and ultimately discover, the correct solutions to. This section is played as a modified poker game with a prize at the end for the group of students with the highest poker hand. This helps to keep them motivated.
I usually hand out a puzzle and review question sheets that they can apply to lecture material. Sometimes I break up the class into groups. Then have each group work on particular subject and then give a breaf outline to class. I also use trianing aids as visual learning on material covered.
Adding different level of questions helps the slow and fast learners feel that they are part of the class. Ensuring that students that are fast in learning are paired up with a slower student in lab helps both students learn by having the faster student slow down and explain to the slower one. Also when the slower student hears the information from another student they may understand it better.
