It is important to get a list of questions from the externship sites. This will allow our students to practice their skills. It is not often that we get the chance to sell ourselves. So as with every other skills it is what we repeatedly do that creates excellence. Encourage interviews on the phone in-person etc.
The classes that I teach often are filled with students from a variety of programs. I always try to make the course relevant for as many students as possible by developing questions ahead of time that relate to their specific career choice rather than just allowing my questions to be too broad.
Being in a culinary classroom, at the begining of the term I explain to the students their responsability of not only knowing how to cook foods, but know the science around the foods that they dijest and we use on a daily basis and that they plan on serving to their future guests. After they have done some minor research on the subject matter, I ask what alternatives and steps that they may use and if any will change their eating and cooking habits...It usually goes about 50/50.
I take a brief survey at the beginning of my course to familize myself with the background of my learners including their educational background and goals, their careers and work history, etc. to identify how I can implement certain real life lesson plans into my course. This helps to ensure the course content is relevant to the learners within the course itself.
Dr. Amy Laptad
In my line of teaching, I have used several techniques that I've learned from this module. They are all very good but for my class I've found this one to be very effective: practice demonstration. By coming to class prepared it shows the students your skill.
To keep my course content relevent and applicable I visit externship properties and ask the Chef's what they are looking for when they hire our students. I take that experience back to the classroom and add that information to my lectures along with stories.
Our courses are set sequentially so each builds upon the knowledge of the one before it, so in many ways it is easy for me as an instructor to keep what students are learning relevant for they will need the information and techniques they are learning from me in order to succeed in future classes.
Since I am an instructor in a culinary/ patisserie program they have to understand something basic like what a roux is and how to make a basic bechamel before they can make more complicated sauces or souffles. Because they desire to learn the more complicated and fancier items they work to learn the basics.
Of course there are times when I must remind students why they are doing a specific task, but generally by the end of the days demo they understand what we are making for the day and why.
Making a course's content relevant and applicable to the learning needs of students is always an ongoing challenge for instructors working specifically with career college students. Some of the techniques that I use in the online classroom include tying the weekly discussions to real-life examples and information we see in the media today which always makes for interesting discussions. Additionally, I like the use of case studies as well as students get the chance to practice using the knowledge and skills they've learned by applying them to situations that reflect what they might face in the professional world.
I like to use current magazines and pictures of pastry competitions that illustrate a technique learned. For example, when we learn to temper chocolate for small garnishes I will also show them that with enough practice, the same tempering technique can produce artistic masterpieces.
In culinary we have the advantage of everyday experiences in cooking; preparing, eating, and mass media with the food network. Before, during and at the end of class we have the pleasure of asking what new foods have you encountered or prepared lately. We can easily in most cases realate their experience with practical application on a day to day basis in our labs. This new relationship invites our students to experience each day, each food experience, with a new set of eyes that expands their learning.
I think you have stated a key issue "how to get adult learners to be like they were kids again." The great thing about kids is that they are open to new things because everything is new; they have not developed an "agenda" that requires that we make things relevant to them.
Note that most of this discussion has been about how, we, the instructors, try to make it relevant to them and not how to help the student figure out how to do this for themselves. In the "new economy" we are all supposed to be "lifelong learners, the child-like skill of finding relevance in everything we learn is a needed skill (just the act of learning something new is a valuable activity for keeping the brain at its peak performance). If we are truly "educators" rather than just "instructors" it should be an overarching goal in our courses.
Anyway...to try to help adult learners reconnect to when they last found learning fun, I bring toys to my classes and try to incorporate games and other kid-like activities. Baby-boomers will look at them suspiciously ("Learning is not supposed to be fun!"), but with a little encouragement they will get into it. If necessary, just explain that you are trying to undo the years of bad experiences they had in the school systems--they actually see that as relevant.
In the first class, I have them share information about their personal background and goals, and gear the content toward their interest whenever possible.
Adult learners tend to have various needs and I feel as an instructor I have to do a variety of teaching techniques to keep all involved and interested.
My strategies vary with the group that I am working with and the lesson/activity being taught. Working with youthful learners is very different from working with adults, although I just wish adults could learn like they were kids again!
I use more technology with youthful learners and more group work with older learners. That has been successful. What is everyone else doing?
Fran
Hi Michelle,
You are right about being able to make the transfer between the classroom and the real world. The students can see the graphic applications of what they have just learned about to the their abilities to make what they have learned.
Gary
Well, we are lucky with culinary arts that it is easy to translate from learning enviroment to real world use, if they make a soup in class after reading, seeing a demo and then making it with guidence and feedback, it is clear to see how it would be used!
As a culinary instructor I do a good bit of lecture and demo. My class is set up for me to have a great deal of variation in my teaching styles and methods of delivery. I see that with this module...I do a good bit of what it recommends. I also do alot of hands-on work with students.
Find all need content before class start and go over it my self. So it will be fresh.
Hi Jae,
You are doing a number of things that help your students have success. The "reading" of your students is a good way to keep your pulse on flow of the class. This way you can make any adjustments that you feel are needed to keep the course on target.
Using the contributions of the students is a great way of getting them to see things about the course outside of the class. You have them looking for items they can bring into the class and share so the class really is a total life experience for them rather than just a formal class meeting.
Gary
One of the ways that I make course content more relatable to the students, is I provide a list of various websites on their portal and ask the students to bring in articles that pertain to the subject matter of the class. The class shares information with each other, so they all learn, yet have had the opportunity to look up information that is of the most interest to them or that is presented from a different angle.
I match content to learning needs by putting an emphasis on participation and interactive discussion, as well as by watching the facial expressions and body language of my students. These methods help me guide the content in a specific direction, tell me if I need to review a topic further, and tell me if I need to speed up or slow down the lecture.
