This is when it becomes important to remember when you were in school and if you would have understood it. maybe go over the material with someone that is not in the field you are instructing on and see if it sound ok to them
Meg,
The more this can done the better. These examples and connections increase the value of the course content and help students see why they are in the program they are and that they are moving closer to their career as a result of what they are learning.
Gary
Gary Meers, Ed.D.
Offer examples of how the material being covered relates to real life situations - i.e. how they will use this information or skill in their future career and why it is so important.
In the first day of class I ask them whether they are working in the Industry or not (food industry), and that helps me see their level of experience in our specific field. I also inquire about previous professional experience, because a lot of the soft skills I need to teach (organization, timeliness, people handling, customer service, etc.) might come from all kinds of other experiences, and are not to be dismissed. The easier classes (for me) are when the students are on par level with each other, the most challenging ones (and fun) are when I have both end of the spectrum and need to find a way to accommodate for that.
Shawn,
Like the way you blend the course from one session to the next for your students. This is how they will be able to grow in the subject area and make applications of the math concepts that you are sharing with them.
Gary
Gary Meers, Ed.D.
Sheena,
This is a great setting to be in as your students get content and then make application. This is such a good learning model to be able to use.
Gary
Gary Meers, Ed.D.
Since I teach Math, I begin each course with talking about how we can use what we learned in the previous class in the programs my cohorts are in. If it's nursing, we talk about how we use fractions to determine various key measurements and in relation to medicine. Adult learners want to see the value in a class, and making the content relevant is a key way to do that.
Fortunately, our curriculum is based on the students' chosen careers. Therefore we have lectures, which are relatively short followed by a lab that shows the student why the lecture is so important.
Sheri,
Thank you for the kind words. I wish you continued teaching success as you gain experience as an educator and impact the lives of your students.
Gary
Gary Meers, Ed.D.
Great course for me because I am a first time instructor.
share personal experience
I use the Socratic method for much of my teaching
DANIEL,
Good strategy for walking the students through the reflective thinking process and getting them to see how they can make application of what they are being taught while solving problems. Problem solvers are sought by most employers so the more we can help them be such the more valuable they will be when on the job seeking market.
Gary
Gary Meers, Ed.D.
When we develop a project I will have the student sit back a minute and tell them to reflect and imagine what it is that they want the final outcome be or to preform, have they provided enough information for the project to function or be made properly. Once they have an idea of the final function of the project is, they have an idea of there final goal. Once they know there goal, it has shown that they find it easier to get to the beginning development steps to get to the final develop.
Ken,
I have had the same experience with my students with certain things they must memorize for success not only in the course but also in their careers. I use loci learning where I will have them break into groups and if we are learning a list of six applications I put them into six groups. I bring a bag full of colorful markers and sticky backed poster paper. I have each group take one of the items and draw a cartoon, stick figures, anything that will help us remember the item. For example, the last one we worked on had Document as the first step. Group one drew a cartoon of Doc from the Seven Dwarfs added a plus sign drew a big U plus sign and a picture of a mint. Thus DOC + U = Mint. Then they put it up on the wall. Each group did theirs and put them up. Once done I went through and we said out loud what each step was. I left the posters up for two weeks and each time we had class we quickly went through them. At the end of the two weeks, I took the posters down and now all I have to do is point to the blank space on the wall for number 1, students call it out, then two, etc.. This way the students learn the essential information and have some fun with it as well. At the end of the session my students are able to score nearly 100% because we have used visualization, location and repetition to get them to remember key and essential concepts.
Gary
Gary Meers, Ed.D.
Hello Gary,
There is alot of memorization involved in my shiatsu class. I on occasion will telegraph the fact that a certain term or concept will be on an assesment. Sometimes the percentage of students missing that question is still high and I just don't understand why. Can you advise, please. Ken Fisher
In teaching Audio Engineering, I've found that ALWAYS having some amount of the relevant equipment that we are discussing displayed in the front of the class seems to help the students. Though certain weeks, we may not be getting hands-on with that equipment during the lecture, it seems to help them keep their "eyes on the prize". While discussing the particular ins and outs of a piece of equipment VIA powerpoint, making sure that actual piece of equipment is situated at the front of the room seems to inspire impromptu hands-on demonstrations. After I illustrate a point, a student can ask a question, and then easily walk up to the front of the room and observe on the actual equipment.
I like to implement alot of videos into my history class. Especially news that is current. Students hear alot of it on the radio but never really go deep into the subject mater. This gets them engaged and ready for the upcoming lecture
George,
Good point that students need to realize. They are in school to develop the knowledge and skill needed to be successful and make money. They need to understand that to make money they are going to have to work hard and acquire a skill set that will be profitable to themselves and their employer.
Gary
Gary Meers, Ed.D.
In Our course its all about making the money. I try to show the value of learning the skill and the PROPER way of performing taks with the right tools. This will make the job easier safer and be more productive thus better pay. Just like anything the prep is key . Taking the few minutes to familerize yourself with the task at hand will build confidence and skill.
