one of the things i have done is at the end of my class.I will pass out my e-mail for any future questions. also i can keep in contact with them. I will send out a blanket e-mail to those who have keep in contact,asking them what they have done a work today . with this information.i can change my work station around to keep them update as to what is being done in the field.
I have my students read the objectives and some material that will help support meeting this goal. Then I lecture about the material, demo, and assing some hands on work. I find this method works for me.
The subject of Computer Applications in generally well received by all students. Most, if not all students are familiar with PC applications and the classes I teach allows them to expand their knowledge.
What really excites the students is learning new techniques that they can take back to the office and apply the next day.
I concentrate on addressing specific needs of each student that will allow them to feel the satisfaction of applying what they learned to real-life situations.
The strategies I have implemented for making course's content relevant and applicable to the learning needs of my students would be keeping myself up to date with the current literature and evidence based research. In doing so, I can present study materials that are up to date and current in the field of my expertise.
telling the students about real situations in the field.why they need to understand and ask questions if something is not clear to them.to let them know that in order to suceed,to must apply yourself and what you have learned throught the couse.
Hi Flavio,
By interactive I mean an exchange between the instructor and the students. In a lab situation where there is a demonstration and then hands on activities the students are interactive with the materials and tools in the lab, with other students and then with you the instructor. Questions can be asked and comments given that will help the students to see the application principles that you are trying to get over to them.
Gary
Interactive what if's applicable to lab.
A lesson plan based on a concrete example would be best.
Then involve students in giving their opinion and organizing their thoughts on the selected subject.
The strategies I employ with my students is current magazines and current event, and manufacturer/dealer info that helps them decide who, what, where they might want to work.
I ahve used power point presentations, line drawings on the white board, smart board, hand outs, live demonstrations, hands on learning, Q & A, sessions to delived substantive technical material to my students.
I try to explain how the information or the actual prossess will effect them when the are working in the field . or how it will effect their job if they dont understand want they need to know about the many tasks that they will need to perform doing their job.
One example I use when teaching how certain assembly on a motorcycle is "how can you fix something if you dont know how it works
Dan Butler
I have found staying informed and up to date with the field you are instructing is a valuable tool in the classroom. I use real life experiences when possible to allow the students to visualize the subject as to how it could relate to them. Some of the students will need the material explained in a simpler form while others will need more detailed information. In the classroom we need to us all the tools we have to make the subject relevant to as many students as possible.
I find now as an instructor,rather than someone in my chosen field,that I don't always have first hand knowledge of the most current trends in the industry.Part of my responsibilities,though put me in contact with that element,so I can collect current info on the recent happenings,so to speak.This benefits me,because I can relate the newest info,and integrate this into my reviews and lectures for the next wave of students.Staying connected and up on the latest info gives you perspective in how to answer those'why do I need to know this?' type of questions.
my students can be any were from 17 to 50 in age i have to be careful that the content is not to advance for the yonger guys and not to slow for the older guys
Many times by example. These concepts are lost to the student with little to no interest in the class but need to complete it as a graduation requirement. If I show or explain a specific example to illustrate what we are doing, the point is driven home with more clarity. Another strategy is to explain a specific set up and have the student perform it and tell them ahead of time what will happen. They then verify the result. Caution, make sure you KNOW the outcome.
The greater majority of examples come out of a given high performance or race car that I can duplicate in the lab. These strategies have helped students understand a given concept on numerous occasions.
As an example, they learn what happens with incorrect spark plug gap with a given set-up. This is simple to perform, takes only a few minutes, and the point is driven home without question or debate.
I try to establish 4 distint events for a spcific subject or task. The class is broken into lab groups and asigned their task. The tasks should proceed as follows.
1. The research/technical section, this challenges the "I want to read about it" student
2. The do it phase, allows the student who likes to get his hands dirty and touch things
3. Group disscusion, the lab groups get together and review what they have "learned" to this point
4. Class review, the class meets and I lead a question and answer period with disscusion on the prime points of the lesson/task.
I find this allows different learners the opertunity to be involved in the task, as each phase will provide a different type of challenge /oppertunity and this has a tendency to bring each type of learner to the front.
In our classroom environment, we have to constantly check to see if the students have been exposed to the material befor, or if the proper ground work has been laid for the project they are about to attempt.If the proper instuction has not been suplied to make them successful on a project, then it is time to back up and help them understand.
Hi Mable,
Great to hear! I am excited for you and your success. You are going to be great in the classroom. Keep up the good work.
Gary
Hi Karl,
You are on the right track as you plan for your first class. One suggestion I would make as you talk with your class about why they are there. Develop a one page worksheet with questions on it that the students fill out. This will only take a few minutes and it keeps them focused on the importance of the class. You can ask them to respond to questions about their career goals, motivation and how they see the importance of your class. You will be amazed at the results when you have the students write something down as opposed to them just speaking out. Once they have completed the worksheet you then can have a discussion with them. By having them write something down they will be more secure in their ability to respond to your questions. Sometimes the less self-confident students will try and draw back from the class because they can't think of anything to say. This way they have something written down and all they have to do is read their responses. This way you can call on any and all students that you want since you won't be waiting for someone to volunteer to speak.
Let me know how your first day works out for you.
Gary
I tried the technique and it has worked well for 2 of my class sessions already completed this quarter. I kept notes from their comments during the first session so that I can readily ask how the lessons being taught are relevant to their job duties.
I have yet to start my first class, but I guess I would talk to the class about why they are here, ask if they have any real experiances to share and also share some of my own past experiances as well.
