Personal Experience/Anecdotal Information in Lectures
I constantly hear from students that they remember material when it is “entertaining” or real life examples are share by me or their fellow students with in the class. Use it is works!
I often refer to my mistakes or fumbles in practice when we talk about certain techniques or procedures in our vet tech classes. Getting the students to stop thinking in powerpoint and lecture language is a great way to keep them interested and entertained, and also provides a memory jolt for them when it comes to test time or in real life.
I have found also that giving personal experiences to my students engages them into the lecture more. This has spurred many discussions and debates in class.
Hi Paula,
They really do enjoy hearing stories about successes and mistakes instructors have made in the field. This helps to make us human in the eyes of the students so they can relate to us better.
Gary
I also find that my students appreciate when I admit times I have learned from my own mistakes. It can add some humor and humanity to the class.
Hi H Gelman,
Well said. This brings together the ability to communicate with the practical skill of the field. This is a great combination for students to observe and learn about.
Gary
Personal experience and anecdotes serve to show you as an industry professional rather than a professional teacher (those who can do. . . ). They also make you more "human."
I agree, giving your personal experience to your students during lecture time, keeps the students more focus on the topic. Usually when that happens they tend to ask more questions and they tend to undestand the material much better.
On day one I show a short PowerPoint on my background and schooling. What always get a rise is the technique / technology we used at that time. Everyone laughs at what we had "back in the day". I follow that up with what student have access to now and what can be done. This also serve as a motivator when they can see how many more options are available and them much time can be saved.
Being that we deal with visual media, another approach is during discussions we poke holes at demographics and perception. How a company may want us to feel vs our own interpretations and reality.
We talk about genre, style and appeal. Why one person likes something while another may not. We keep the discussions light hearted and fun. There is no such thing as a wrong answer in this instance. Students really tend to open up when it comes to opinion.
Hi Jon,
You are right on with your comments about humor and learning preferences. What are some methods you use incorporate both humor and learning styles?
Gary
Hi John,
The more variety you can bring to the classroom with your examples the higher the degree of retention will occur. You are doing that with your approach and I know your students appreciate the effort you are putting forth.
Gary
I agree. If you can put a funny slant on something or give a real world example students do remember. As a matter of fact if you can incorporate a learning style event while teaching (audio, visual, tactile etc) it makes it more memorable.
Sometimes it is hard to put things in terms they can apply to their own lives, but I've always seen it as beneficial when I can. In a recent Consumer Behavior class we used relationships often to discuss certain behaviors. It worked a lot better that way than just lecturing about it.
