Hands on learing with technical equiptment
Many students learn and retain the lesson material by doing hands on and observing the fit, from and function of the parts that make up the machinery
It's true that students need to have a hands on on any equipment that they're going to use on the field, and it should be started during theory class or skills lab so by the time they're in their clinicals they won't feel awkward on handling these equipments.
Thats a great idea I had the same kind of instructor in highschool. I look forword to trying it in my class.
I have to teach students to run a computerized measuring system that has some different terminology for the various parts. Without saying very much I draw and label all the parts I want them to learn on the board. Then I tell the students to copy my drawing. After they are done drawing I will hold up some of the various parts and ask them what it is, I'm always amazed how easily they remember what each part is. We will then let the students set up the equipment working in small groups of 3-5 people. I will jump in if they get stuck but usually they can figure it out within the group.
Many students do learn by hands on, But some need to know why first. This makes it hard to decide which way to go with your class. You must develope your instruction to match your present class. How about changing from day to day? Hands on then lecture one day, and lecture then hands on the next day.
Hi Michael,
Thanks for sharing this method of engaging students in the learning process. The key is as you mention is to mix up the order so you keep their attention and they see relevance and application to what is being presented.
Gary
Daniel, several years ago I felt the same as you but I noticed that the students were not paying attention during the lecture. I tried several things to make the lectures more interesting but still had the same results. I thought back to an instructor I had in high school and how he managed to make his lectures interesting. First he would go to the lab and do a demonstration of the procedure he expected us to learn. Next he would give us a handout of the step by step procedure and have us do the procedure. Then he would lecture last. BUT the main differance was not the rearranging of the order, but that the lecture was only about the importance of the procedure not the process of doing it (we had already learned that in the lab). So his lectures were always short, sweet and to the point. I have been using his approach for several years now with excellent results.
My suggestion to you might be to allow a
student to do the step by step demonstration
for you under careful supervision while
you reveiw the theory while assisting
him in the various steps of the demonstration,
the students will remain focused on their
fellow student and giving you free reign to move
about the class.
hand on learning is best done by lecturing first then demonstration and last by having student do it with the technical equipment.
In putting material into students hands to calculate and fill in contracts that a bank could cash. Do you see that a student now has a in depth understanding on where numbers a derived and can disclose retail contract and lease agreements with complete confidence?
Hands on learning is best suited for technical applications where students will be performing these tasks as part of their training. But the theory of what they are doing will also have to be taught to 'get the whole picture'. Theory is hard to teach with a 'hands on' method and is best left to lecture. The challenge then becomes how not to lose the tactile learner who wants to do and not hear.
Yes, I agree that some students learn better through hands on projects instead of just listening to lectures and watching demonstrations.
