I use many different ways of teahing,verbal written,tasks, reading material in groups and answer questions. But most of all I try to read the class as I am lecturing and may have to redirect my approach on the subject matter.
I ask questions to ensure understanding. Explain concepts and tasks in different ways to reach each style. I have students assist on the board to enhance their learning.
I try to mix the lesson with lecture, hands on and show and tell. Every class is differant and it requires constant tweeking tailored to each class.
The different learning styles is on part of the challange of instruction. I do not think there is class that you do not have a mix of all styles. Which brings us to class preparation, the students can read on the board what we are going to do. And why we are doing what we are doing along with any hands on I'm able to work in the day that is practical for our tasks.
One way I get ready for class is I get to work early so I can set up for that days objective. I set up the class and get the training aids ready.
different learning styles require different methods to reach the student, A mixture of teaching methods should have something for everybody. This should include a lecture by the instructor, reading of the material by the learner, open discussion in class, demonstration by the instructor, followed by hands on in lab.
we have a written test and hands on evaluation they must pass, most of our test are on line but some are hand written in class we have an open forum where we can go to lab at any time and change up the lesson on a moments notice at the end of the course they will be tested on live equipment in a real world enviorment where i become the customer and they must repair my equipment but i can not help they have the manuels and lap tops and there tools if the struggle for too long i might send another tech out to help but that may have a negitive effect on the grade
Most of our students prefer "hands on"(tactile) but it is important not to exclude the other learning styles. Students have a tendency to shut down when teaching outside their learning style. I try not only to teach all syles but encourage students to try and expand their learning syles. In our industry they will be expected to stay current with all the changes. They will be exposed to the different methods of presentation and will not alway have the ability to pick up what they need to know with their style of learning. An example would be students with poor reading and or computer skills. More and more businesses are finding computer based traing to be an efficient way to provide training. One needs to be able to adapt to keep up in their respective field.
I try to leave my style open to the students, feedback is a wonderfull thing and can help in getting the whole class involved with the material and bring each other to a better understanding. Some get one method while others do not, sometimes it takes a different perspective of a fellow student to acctually bring home a point. We sometimes teach from a point where we assume (whoops) that all the students in a particular class have the same level or base of knowledge which could not be further from the truth.
Hi Dave,
Good use of variety in meeting the learning preferences of your students. I commend you for trying to match these preferences at different times throughout your course so each student will at one time or another have information delivered in their primary learning preference. Keep up the good work.
Gary
With different learning styles, I like to use a multiple approach to teaching.
Kicking the subject off with a short, informed, interesting lecture that also includes hand outs or training aids. If a demonstration is required for subjecct or process, I write the steps out on the board.
I end with a summary of the subject or process followed by a question and answer period.
All the while, maintaining flexibility to meet my students needs.
D. Allman
Depending on the topic being presented for the day, this will be a strong factor in the delivery style I decide to use. I encourage my students to become an active participate in their learning. The easiest way they can do this is to ask questions. If I’m not getting much responses from my audience I start asking “What if questions” and single out one of the students to respond. If he/she is unsure of the answer I redirect the question to everyone in the class to get as many responses and perspectives as possible.
Having the students read about the topic in their textbook and have them answer questions that causes the student to really think about what they have read and apply the basic principles of the content to their answers. I then facilitate a discussion of their thoughts on the questions. A lot of times one or more students have a different perspective on the thought provoking question that the other students did not think of this usually leads to a very good discussion time.
I use repetition to get my students to learn the proper way of completing a task. I circle what is wrong or what is missing with a highlighter on the task sheet. I review with the student what he or she did wrong then I ask them to initial the highlighted areas and try to improve on the next task they do. The ultimate goal is when they get to the competency testing of the task; the task will be error free.
First I put on the white board the days events along with the labs that are due by the end of the day so they know what to expext. Then answer any questions that may come up to the best of my ability. Make sure you are clear and concise in your presentation. Repeat any specific instructions and safty practices if need be.
Audie Toney.
one way is buy watching them and see if any of the students are takeing notes if any of them are reading their books and try to address your lecture to their needs Ps it is very hard with slower students
Making the teaching relevant to the students requires the use of all the teaching styles. In the six specific content areas covered in our program each one of the styles are relevant. We often use the mini-lecture method; and introduce aubject matter in class and then go out to the lab area to demonstrate the task. Then we let the student as individuals or groups complete the activity. In the class we use computer-based lecture(powerpoint) and video training to help supplement understanding of complex systems on vehicles introduced in the course texts. To help student understanding we also use questioning techniques and group building problem solving this keeps the students engaged in the training and challenged to learn.
To address different learning styles I first try to have training aids about the material I am covering. This helps learners that are more visually and hands on oriented.
Secondly, I will assign a compotent of a system to a group of students giving each one a piece of paper with the name of a part of the system. Then I have them get in front of the class and each one describes what they do ( in proper order) to make the system work.
If neither of these options fits the material I will try to have some video of the system in use.
Some of the ways I prepare my course content for different learning styles are:
A) Showing the part and then passing it around and wait for it to get to a certain student, that may be having trouble. I will ask that student questions about that part and what it does and where it is located. Another student may have to
tell me the customer complaints and diagnosis related to that part, after I have explained it all.
B) I will write on the board for example:
Which transmissions are available with what options while I Verbally explain it. All students are asked to write it all down in their own words .When I am done I will call on different students and ask them what is the same about all of the models and what is different as well as how it is identified.
C) In some parts of the course material I find it going back and forth between different components. I will make sure I tell them and show them this. In certain areas, I will show videos related to the content and add my " 2 cents", while stopping the video.
D) Another tactic I use is to have them all perform a "hands on" excersise related to the material.
Steve,
I use the question and answer method more often than not. I find it helpful to give a pre-test
on the first day to see where the class is at.
I demonstrate in class and lab,and I will do that for any student that is struggling.I have used the 15 minute rule for a long time. I use demonstration or ask questions every 15 to 20 minutes.
some students ihave to explain and show subject material some all i have to do is explain and some i draw on the board describe and explain what is to be done.the whole class gets the board presentations each phase . i use training aids the whole phase , and tools , how to use them and for which operation they are to be used.
I have prepared questions for differant parts of each subject matter for class room discussion, I also try and use the white board as much as possible to give a brief explanation and / or description of subject matter, and i also like to use visual aides and give a "live" deminstration and explanation when the need arises, I find this works well for me in my style of instruction (kiss)
