Before I develop a course I perform a needs analysis to get a firm understanding of who I will be teaching and what information they need in order to do their job.
I completely agree with you Lyn, that providing examples of how the materials can relate to their lives is crucial for students.
I teach English/Gen Ed's to culinary students, who come here because they want the hands on learning that we promise them. I spend quite a bit of time on why good writing and speaking skills are important to a chef, but also focus on how culinary arts and writing can lead to other careers.
I use several strategies - one is the "here's why it's relevant to your career" and show them a "for instance" and usually connect it to something they are doing right now. I then connect a value to it - and often site other students that they can ask - and show them the results and link a monetary value to it.
Active learners always participate, it's the passive learners that are a challenge to get engaged. I also want to find out if the student is visual - auditory etc. (what representational system they have as a primary) and then I adapt to "their model of the world" - I often adapt my entire instruction to fit what needs to be done as some students are very advanced and some are very rudimentary - I have to be flexible and change at any moment.
I think using variety in the classroom is very important. I always try to "mix things up" when giving lectures. For example, sometimes I will use PowerPoint, sometimes not, sometimes do group work, show short clips, etc.
I investigated these factors when completing my thesis, and I found out how important it is to try to accommodate all learners.
Amanda Neuman
I have implemented different interactive tasks that keep the students interested and focused while making the course's content relevant. For example, in my Environmental Graphics class I begin by dividing them into groups and asking the group to hide a candy bar anywhere in the building. Then each group is asked to make way finding signs to their candy bar. After the signs are hung throughout the building, The other groups are asked to follow the signs. After the exercise, we discuss effective way finding signage. I think that movement in the classroom keeps them awake and interested (especially in morning classes.
During the first class period, I give my students a general assessment for learning styles. Many of them are already familiar with their styles, but it helps all of us pay attention to how we learn. During any class period, I try to incorporate teaching methods to address all learning styles, so everyone has a chance to be successful.
I have drawn heavily upon my own past experience in the business world. Even though it has been over a decade since I was actively working in the computer industry, working with people and for people remains fairly consistent regardless of the changing technology.
This is a good bridging technique, as my students tend to understand and relate well to machines, but aren't very good communicating with people.
But, I also keep abreast of the current trends in the industry, keep active contacts with IT professionals, and often start off classes by having one or two students present a short presentation on some recent technology news. Once they have presented, they are asked to explain how and why (and if) this news affects the IT industry, and then whether or not it affects them personally as a career opportunity. I then try to steer any news to techniques that we have already learned or will learn later in the course.
Hi Nicholas,
Good way to make the course content real. Students like to hear stories about how students and their instructors have been successful in using the knowledge they are studying to acquire.
Gary
I use personal experiences learned from my prior jobs as I look at the COURSE CONTENT. THIS IS BECAUSE THE CONTENT IS RELATIVE TO MY FORMER PROFESSION. Also, I use my experiences from other classes I have taught.
I use the portal (enhanced online version of course) and encourage students to log in regularly. Also, assigning forum discussions on various topics helps clarify FAQs.
Hi Ajani,
Translate the logical topic into tactile activities. Cover the content and then have the students do activities where they use the content in a tactile way. It may sound impossible but with the creativity of students you will be surprised at how they will do it and then share with the class.
Gary
I have a few students who are active in sports, dance, and other physical activies. In my social sciences, however, there is enough of a focus on this learning style to make conveying the material difficult on occasion. How do you teach a "logical" topic to a very tactile group of learners?
Hi Michael,
Good job of setting up a positive and supportive environment for your students. By showing them respect and expecting it in return you are setting the parameters for the discussions that will come out of your instruction. This is critical for online as well as on-site classes so that learning take place and not arguments.
Gary
I think I would like to start by getting to know my students. I would also try different styles of learning and then observing how they respond to determine which style will best suit the class I am teaching.
I teach online courses, which means that demonstrations and hands on labs are not an option. However, I use powerpoint slides with graphs and animation to capture my students' attention. That addresses the auditory and visual learners. Prepared textual materials and the text are available for those who learn best through the written word.
I teach online, and use a few approaches: lecture using Powerpoint slides, have a question and answer period, a discussion board, post supplemental textual materials, and 10-15 minute prerecorded mini-tutorials. The mini-tutorials are PPT presentations with a recorded narrative explaining the slides.
Since I teach economics, the topics we discuss are often very relevant to students' lives. They really seem to warm up when we touch on controversial subjects. That's a challenge, since I really want them to focus on the economics, and not divert the discussion into a political argument. However, it seems to work as long as I set out the parameters for discussion in advance - respect, politeness and so on.
Hi Holly,
Thanks for this great example of how you were able to show your students relevancy in their course work. Keep up the excellent job of making applications when the opportunity presents itself.
Gary
Hi Britney,
Great way of making it "real" for the students. The hands on lets the students see how their skills are going to develop and be used in their future.
Gary
