Hi Rulon,
Good plan for showing transferability of content for your students. They can see how the gen ed courses will apply to their career specific course. This also shows relevancy.
Gary
I am constantly using examples of how and why various concepts apply to future careers in my field. Students are eager to hear about real-world situations, especially those in which lack of knowledge about what they are learning yields disastrous results. (Human nature, I guess, but they do tend to retain these lessons.)
I am constantly using examples of how and why various concepts apply to future careers in my field. Students are eager to hear about real-world situations, especially those in which lack of knowledge about what they are learning yields disastrous results. (Human nature, I guess, but they do tend to retain these lessons.)
Because I teach at a vocational college, it is convenient to know what the core classes require. I teach general education courses so I purposely use ideas and concepts that come from the core programs of my students. This strategy immediately sparks active discussions and productive assignments because the students have a vested interest in course content.
I agree. It is so very effective to know a bit about your students. It makes the preparation so much easier to be able to tailor your content by including information relative to the classes experiences and programs. There is an immediate connect that seems to occur and learning happens almost like magic.
Sometimes I'll do a quick and anonymous "survey" to ask for hot topics or suggestions from the students based on their work experience.
I like to use current events from news reports. I teach legal courses and this seems to help with engaging discussions. For example, if I am teaching bankruptcy law, I might discuss the cases involving former NFL quarterback Michael Vick.
It is so important that we remain current in our courses. Our work experience helps with this but it is also imperative that we keep up on current events in our field and world events.
I actively research current industry trends; as well as, innovative management practices and theories. I require my students to infuse contemporary management issues with theoretical positions in an effort to create synergy and diversity of thought.
Hi Meredith,
Great way to get the students involved in the class from the very beginning by having them declare what they want to get out of your course. Also, the connection between between their training and the real world is critical. You are showing them their future by building the connection between their studies and what you have experienced in the real world.
Gary
I teach a non-kitchen class at a culinary school. I also get to know my students by understanding where they have come from and where they are going. I give them a handout the first day of class and ask them what they want to get out of my course, have they worked in the industry before, and what their long term goals are. I then relate the content of the course to where they are going and what they want to get out of the course. I also try to link the learning to actual current events, my experiences in the industry, and local restaurants where they will be searching for employment.
Hi Warren,
I like you want to know my students better as I prepare my instructional delivery. The use of the "base line" measurement really helps in that area. With your quiz you are getting a feel for where your students are and how to plan for their learning.
Gary
Hi Wendell,
The key point for me of your forum response is "making it real" for your students. You are a person of great experience that is willing to share the experience with others if they will take the time and effort to acquire the knowledge and information you put forth.
Gary
Hi Gregory,
Thanks for sharing these strategies with us. I am sure they will be of benefit to the participants.
Gary
keeping the lectures short and to the point also by staring by asking students for their feed back on assigned reading
I try to keep lectures short and to the point and find breaking the class into small groups really helps to invole all styles
I find the most important thing for me is to know my audience. I quiz my class in the first week to determine their level of understanding of our topics and tailor the rest of the course to their need. I also try to get a sense of the dominant learning styles represented to ensure I spend adequate time in those styles.
I teach many of the business classes offered at our campus of Minnesota School of Business.To make the course content relevant and applicable to the learning needs of students I rely heavily on my past experiences. My background consists of working as a merchandise manager for five years with the JCPenney Co; 22 years as a route salesperson and a district sales manager with Frito-Lay, Inc.; and just recently started an orchard and a vineyard. Drawing on these experiences are invaluable when it comes to making the content relevant to the real world.
Some of the strategies I have employed are:
-Bringing a newspaper article to class and discuss it while applying the appropriate business terminology to it.
-Discussing a real world business problem with the students to see how they would have solved it.
-Having students develop business/marketing plans as a culminating course activity.
Just to name a few.
-Greg
Hi Kristen,
You are helping to bridge the gap between theory and real world with the examples of what is happening in your industry. This helps to get the students excited about their success potential when they complete their programs.
Gary
