1. I write key objectives on the white board
2. I verbally outline the steps to achieve the objectives
3. I present students with examples
4. I inform them of timelines for, quizzes, exams, practicals, as well as reports or papers.
5. I grade promptly and communicate to them their successes and areas needing improvement.
I discuss the objectives and goals, ask students questions to see if they understand and read body language.
Hi Lee,
Sounds like you have hit on a great method of getting students involved in a subject that traditionally has not been high on the student selection list. You've got them out of their seats and solving problems. They are using what they are learning. This helps them to see the relevancy of the content.
Gary
I am teaching Mathematics; and believe it or not, I am killing two birds with one stone. The biggest problem people have with Math is the fear of the subject. So I help them by challenging them with a time tested method: going to the board. Students have the opportunity to show that they know what you're giving them as well as receive one on one help from the instructor when they run into a difficult problem. It also helps students become more comfortable with one another.
We also use mini-dry erase boards in the classroom. This keeps each student in the spirit even if s/he does not get to go to the board this time around. Lastly, to make this method work well for my students, I do round robins by putting one example problem up on the board per student. To help increase participation, I allow them to answer the problem of their choosing (for now). Thinking that they are going to have the opportunity to answer an easier question by going first gets them out of their seats faster.
Some people fear it, but I have found that having my students go to the board starting week one helps to set the tone for the class, fosters better class participation, and strengthens the interactivity of the room.
Questioning is helpful at the start of class to find out what expectattions they might have or what they've heard about the class, then I would use the assignment rubrics and examples of sucessful assignments to underscore the expectations.
I ask them to repeat what they have learned.
Hi Michelle,
Students like graphic examples of what is going to come next in the course. Your work in the class does just that. They can see what they will be learning and start to think about how they might design and complete their own work for the course. This is a powerful motivator from the very beginning of the course.
Gary
I tell the students what we will be working on during the next class at the end of each class, and what materials they will need to bring. I have samples of my own work on the current project on display at the front of the class so the students can easily see what we're working on. I teach draping for fashion design, so for me this means sewn garments and garments in various states of being draped on dressforms. Many students examine and comment on the examples as they come into class. I find this gets them excited about what they are going to learn. The examples also show the students how I expect THEIR work to look -- when their project doesn't look like mine, they can clearly see my expectations have not been met!
Hi Kevin,
Student comfort is critical as you get a course started. Your approach shows the students what you expect and how they can prepare for the course. This sends a very clear message about how you are going to conduct the course in the coming weeks.
Gary
During the first class I discuss a working concept of "homework" -- assigning specific questions from the chapter(s) we will discuss next week. I ask them to prepare responses to these questions.
In this way the students recognize that I not only expect them to read the chapter(s) but to read them with a specific focus and performance objective in mind. This method of making expectations clear also has a side benefit of easing a student's concern about sharing their views in class (they aren't caught off guard or put on the spot) and they get to hear the views of others in the class as well.
Hi Olivia,
What are some of the ways you help your students to understand the course content when you ask them "if it is clear?"
Gary
I frequently ask "Is that clear ?"
As a stated previously, you must not babysit these guys. They are about to enter a very radical business industry and we need to get them ready. It is not the world of Academia out there.
I tell them what to reveiw. Before we cook I review what they studied the night before and then we dive in.
Hi Kathy,
You are right clear expectations help to set the tone for the class. Stress is reduced for the students if they have a clear idea of what they are going to have to do to be successful in the course.
Gary
When it comes to specific course assignments, I make sure my expectations are bulleted points within the assignment directions and that each expectation is something that has been discussed throughly in the course. I think it also helps to have students complete larger projects in drafts - that way, if the expectations are set from the beginning, you can see from an initial draft if the expectations won't be met and help clarify that for the student before the assignment is evaluated.
I explain first thing what we are doing today.
I make it very clear and have them repeat it back to me and write it down
Hi DJ,
The Q&A method of learning discussion provides many different opportunities for students to become involved in the class. They can think, form responses and then share their input throughout the class time while learning from their classmates. Good approach.
Gary
I utilize the question and answer method of making a statement regarding the learning outcome, then challange my students with a question regarding that statement, sometimes it is a valid and straight forward question, other times it is invalid and designed to make them think, not just blurting out answers. In this I find that my students spend more time thinking about the question and the answer and this equates to a better understanding of the question. If no one answers, we review the information in question.
Mini verbral queries that form the outline of the subject direction. Maybe use 4 or 5 little questions that flow with subject matter goal.
