Hi Peter,
Since you have been teaching the same course for a period of time what methods to you use to keep the course fresh for you? What are some strategies you could share with the other participants on keeping your training current?
Gary
Hi Laura,
Thank you for the great examples of how you can personalize a standardized course. You are really bringing the students into the course.
Gary
Hi Ioana,
You make a key point about class work of all kinds. They must be anchored in workplace realities. So many of our students do not have the soft skills needed for career success nor do they see relevancy to what they are studying. You are making that connection for them. Way to go!
Gary
Hi Tammy,
What a great story! Generally when students are assigned something like this you hear all kinds of grumbling and you get the minimum. To have them expand beyond the requirements and to be excited about the research they did is a compliment to you. Way to inspire your students.
Gary
Hi A. Andaz Ahmad,
Your approach is what makes it real. The students can see the relevancy and application of what they are studying through the field trips, guest speakers and internships. Well done.
Gary
In teaching our Small Business Dvelopment class I always ask the students what specific areas of the hospitality field they are the most strongly interested in. I then construct and adapt each of my lectures and projects to fit their individual interest while still reaching the desired outcomes of the course.
One of the courses that I teach is Business Math. With chapters ranging from mortgages to mark-downs, it's easy to relate the content to student's everyday life (lucky me). Via discussion boards, I ask students to take the lessons a bit farther. Some students have purchased homes, others have not. Through forum usage, students share their varying experience with mortgages in a way that they find very helpful.
Also with-in one of the weekly discussions, students are asked to go "shopping" to further understand the mark-down process. If they are able to go physically into the store, students are often surprised by inaccurate signage. A lot of students "shop" online and have fun finding the best mark-downs!
Melonie
I teach foundational writing courses at a career college with a student body comprised mainly of massage, vet tech, and medical assisting students. On the first day of class, I have the students spend a little time reflecting and writing about how they believe writing will or will not be important in their future career.
I find that this helps because some students seem to believe that if they go into something like massage or vet tech, they won't need to do any writing. In these cases, there are often other students in the room who are in the same program and are perhaps more aware of the job duties the program will entail, and these students are able to point out that writing will play a role.
My goal with this is to have each student leave the room on the first day with an understanding that writing will play a role (even if it is minor) in their future career.
Additionally, knowing each student's major and how writing plays a role in that major helps me to tailor certain class activities or point out how what we're doing in class might relate to a duty they'll be expected to perform in the future.
Ikeep up with my own training and use my experience since i have been teaching the same course i have a good idea of what works for all types of students
I think adding in a short case study every hour really helps get the students to focus again.
With the online environment the course content is written for the class, but I have learned to think outside of the box. I send emails to my students throughout the course that tie real life experiences to the topic of the week. Example: If we are discussing the importance of budgets, I will find an article that discusses how a budget can help keep the company on track.
I also try to get the students to think outside of the box in this discussion forum postings by asking additional questions based on their posting. I also try to get them to think about the material as it relates to their professional and/or personal life. Example: When we are discussing internal controls, I ask them to identify one internal control that is needed at their place of employment and why they feel the control is needed.
Laura
My favorite strategies involve taking real life examples, for instance in my marketing class, in order to help students apply what we've learned.
I feel that by applying principles learned in class in real world situations helps students expand their critical thinking.
I attempt to elicit as much discussion on each topic as possible. My students want to express their opinions on the fairness of certain results on legal issues. They appear to be more motivated to learn if they get involved in the discussion.
I try to keep in mind and make sure that the assignments, tests or lectures for IT classes, reinforce or test a specific skill, or map on a specific objective stated for a current certification exam on the subject. Even if it's an introductory class, it should be anchored in the present workplace realities.
I stay in touch with relevant business/industry individuals and invite them to appear as guest speakers in my classes. Where possible, I also make available opportunities for my students to work on small scale projects at local companies. A combination of guest lecture speakers and hands-on projects exposes students to the real world and makes the course's content relevant and applicable to their learning needs.
A. Andaz Ahmad
Recently, I have incorporated a "Journal" into the list at course assignments. Each week, students are required to pick a topic of interest from the assigned readings and write an entry that integrates and applies the concepts, theories, research, and practices they read about. My expectation was a one page typed application entry connecting material to future career. What I received each week was multiple pages with references. Yeah! Students loved the opportunity to make a connection to the course material and their specific career interest.
Hi Kym,
Good way to bring the real world into the classroom. This will help students to make the connection between course content and career applications.
Gary
I teach a 2 hour earth science course. Rather than lecture for 2 hours I have created a lesson plan that implements a variety of delivery methods including short lectures, video demonstrations, student presentations and an occasional activity.
I like to use real life examples that apply concepts we are studying. Since it is difficult to do demonstrations or activities, I try to choose examples that can give students that same sense. I also try to ask questions that help students to think about the application of the materials.
Hi Mary,
I have used concept mapping a lot and find it a great tool. The students get to create a visual flow and this helps them see the big picture in relation to the content and concepts being presented. The students like to do it as well, it is a fun activity for them.
Gary
