Matching Content to Need
When assessing the needs of each class I find out which elective program the majority of the class has enrolled in. I then tailor the lecture to include additional information geared toward that particular elective.
We have added service learning to our Global Citizenship courses. This allows the students to have hands on activity that correlates with the text.
I plan to use a journaling assignment, similar to yours, in my courses as well. Thanks for your input. I helps to see that it works well for another instructor.
Hi Ray,
I commend you for your effort to show relevancy to your students. By bringing in their field or one that parallels it you are showing them ways they can make application of the knowledge and skills they are acquiring.
Gary
Because some of the students are working in different fields vs what I am teaching, I like to try and use analogies to their current industry. If there isn't something that works there, then I try parallels so they can see the reference.
What strategies have you implemented for making a course’s content relevant and applicable to the learning needs of students?
I usually have a good mix of students' learning styles, so I try the following. When introducing a new task to the class, I draw diagrams on the whiteboard or present a PowerPoint, describe the task verbally, then demonstrate the task to the whole class before they practice it on their own. Most importantly, I observe them while they practice so that I know they absorbed the material.
I find this is true in technology-based courses, but this has not been my experience in theory courses.
Hi Ted,
Your instructional method enables the students to apply their newly acquired knowledge. This helps them to make applications and see relevancy.
Gary
Hi Franz,
You make a number of good points but I want to pull out is the fact you do not assign busy work. This is key when working with adults. They are there to prepare for a new career or advance in their present one. They want assignments that help them achieve their goals. Instructors need to work at selecting assignments and activities that help students in such a way.
Gary
When lecturing on topics I include a hands on demonstration of the principle being covered so that in addition to hearing what to expect they can see the final product as well.
My practical experience in the field allows me illustrate the "big picture" reason for the skills my students are learning. It also helps me help them with tranference, that is to say cementing short term memory information within their store of reteivable long-term information.
By referring to my experience AND asking students to refer back to their own life experiences, I can "show" instead of just "tell" about the relevance of the skills I teach in my course.
I do not give busy work. This builds trust between the students and me that I have their best interests at heart and that what I do assign is relevant to their lives.
I also use a variety of media in my presentations and break lectures into manageable pieces.
Keeping instructor training up to date will aid in the delivery of the course content, and train the learner in current technologies. Meetings with other intructors to discuss the different delivery techniques to deliver the material successfully.Other strategies include giving real life situation based on the instructors experiences relevant to the material covered. Another form is to perform a task based here again on the material covered.
Hi Ginny,
Great job of relating math to their field. As I understand it the primary reason for many restaurants going out of business is because the aren't managing their business. This is why math is critical to their future and you are giving them that message loud and clear.
Gary
In teaching culinary math, I give them the relevance on moving up the "food chain" so to speak. I do ask who wants to own their own restaurant or even become executive chef. For those who want to own their own business, I then ask who is going to hire someone to take care of their books. About 100% of those people raise their hands. I relate then to their money...to be careful that if they don't understand costing/inventory/math, then they may lose money to the person to whom they are trusting their money. I try to make it real that unfortunately, people will take if they have the opportunity. In addition, when we talk about volume to weight conversions, I usually bring in items and physically scale them in front of the students to show that 1 cup is not always equal to 8 oz.
While developing course content and lesson plans, I assess each student to find out their experience and skill level.
Hi Julie,
Thanks for sharing this formula for success in the classroom. Following these steps will result in student learning and instructor comfort in relation to moving forward with both content and career development.
Gary
Hi Mark,
As I teach evening classes as well I can relate to your comments about the sharing of life and work experiences. I really enjoy my evening classes do to the exchange of ideas and experiences that result. I am almost always surprised at the discussions that come up.
Gary
I have used a variety of strategies including pre-tests and course outcomes questionnaires. In certain courses, I pass out a course outcome questionnaire to my students to get their input regarding what they hope to get out of a class including what content they would like to learn based on the scope of the course.
When teaching technical skills, I utilize the approach of: 1. See it. (Referring to the demonstration of the skill/procedure.) 2. Do it. (Performance of the skill/procedure.) 3. Teach it. (Provide a demonstration of the skill/procedure to a peer.) Verbalizing the steps of the skill/procedure during the "teach it" step seems to greatly assist with retention of the material.
