We use demonstration with lecture as well as the students performing the task that day.
I teach a hands on learning massage course. We give a lecture using the erase board or power point, give a practical demonstration and then guide the students through several hands on practice sessions. They have to break of into groups and do research and present their findings on various topics throughout the semester
It depends on the course and the size of the class for me. In most cases i like to pull current events out of the local paper and then create scenarios for the class to debate/discuss to get them involved.
I provide different activities in my course to try and reach the various learning styles. There are lectures, powerpoints, hands-on activities, and discussions.
I use current events to show students the relationship between what we are learning in the classroom extends to the outside world. I also show students how to research thier own medications, not just a general list of drugs. Through the pharmacy tech program I am able to show the students what they need in order to succeed past thier externship to a position.
Hi Richele,
You are right on with our instructional planning and delivery. You are offering variety, change of pace and application options within your teaching. This is a win win situation for both the students and yourself.
Gary
Hi Joana,
I don't grade them but I look them over. I do this to send the signal to my students that I value the completion of the guided notes and they should as well. My reviewing them gets them to complete them without much encouragement on my part.
Gary
I have used the lecture with practice. I incorporate real life work situations in this subject area. I taught and demonstrated the basics, guidelines and rules. The class then works as a group to solve problems. Lectures are limited to 20 min then break up with discussion or practice group. I continue to encourage and coach.
I have used the lecture with practice. I incoporate real life work situations in this subject area. I taught and demonstrated the basics, guidelines and rules. The class then works as a group to solve problems. Lectures are limited to 20 min then break up with discussion or practice as a group. I have also encouraged and coached.
Dr. Gary,
Thanks for the feedback. The guided notes idea should help in classes where I can't actually "teach".
Do you grade them or just have them presented back to you?
I have the students present in an organized manner all thier work (which has already been graded), handouts, and the such back to me in a binder at midterm and finals. I feel this also teaches them to not only keep up with thier work but organizational skills- which can be used in any career field.
Joanna
Hi Joanna,
You are doing a good job of working within the confines of how your college provides instruction. Your use of handouts to support the content, PPs and lecture is a good way to keep the content in front of the students for that specific class period. A handout I use a lot with my students when teaching in this format is to develop guided notes. The guided notes go along with the lecture and PP slides. They have the key points and underneath the key points are sections that the students have to fill out to complete the outline. This keeps them engaged throughout the course but doesn't overwhelm them with note taking.
Gary
Hi Joanna,
Good way to "connect the dots" for students that are not going to major in the course area you are teaching. The example you give about accounting is a good one because everyone needs the basics of accounting if they are going to maintain their household checking account, credit card balances, etc.. So not only will they have idea of how accounting is used in their field they will know how to apply those accounting principles to their own lives.
Gary
If you incorporate demonstrations and hands-on portions of your class meetings, it is easier to touch upon all four learner preferences. Guiding student generated observations and discussions, and handouts for the activity will cover the majority of learning styles.
Learners have different styles as well as instuctors. As instuctors we have to be careful not to get stuck in our own comfort zones.
In a lecture format class; I use powerpoints, formal lecture, and hands-on activities. To help the learner to gets all thier information from reading I provide handouts of the powerpoints (with room for notes) and of the lecture.
Accommodating different learning styles is a little harder in computer based classrooms. Our campus used a program to teach keyboarding, provided by the publisher, so everything is done within the program (even the grading). My computerized accounting class has 18 chapters to cover in our 11 week terms. There just isnt time to lecture and be available to help the students through the program. What I do is provide handouts of the powerpoints, screen shots, and of a written lecture. I use class time to be available to each student as an issue arises.
Any suggestions how I could improve these methods would greatly be apprciated.
This is very hard sometimes because of the courses I am currently teaching and to the different degree programs which I teach. For instance I know teaching accounting to accouting or business majors is easy to make it relevant to what they choosen to do, but its hard to explain to medical students why they need to take accounting courses. Many never plan on working with the billing side of the office, just the patients.
What I tend to do in this situation is show all the students that accounting can be found in thier everyday lives and they can run thier house like a business.
Other course are more designed to enhance thier college experience such as keyboarding.
Once the students are in the course, I have to students focus on the course and how it can relate to them personally vs. career wise. I also offer other skills such as organizational which they can use in any career path.
Using as many mediums as possible. Powerpoint, trial and error, passing product around for students to touch and smell, lecture and most important demonstration. Touching on as many of the senses as possible.
That sounds great I do the same thing. I stand up an d talk about myself and I say one thing fun or interesting about my self. Then I have each student do the same. Then I pick a student and then I ask thme if the m rember any about a student that I point to... it can be quit fun. I tell the students it s just a way of breaking the ice and getting t o know each other and helps them be less shy about talk ing in class
First I must assess the learning styles of the students to see what I am dealing with so I can design my approach. The approach to the solution is rather simple.
While lecture I am speaking ( auditory) I also write on the board ( visual) I also supply handouts for student to follow along with the lecture ( visual) and encourage them t o write on them ( tactile ). I then have the students break out in groups and have them review the material and then give a short presentation ( all 3 styles )
Also when I ask
questions the student must go to the board write the answer on the board and then repeat verbally the answer. This covers all learning styles .
During the first class, I try to get to know and observe my students by having a ice breaking activity. This activity gives me the opportunity to see the various personalities and backgrounds. I also assign a written assignment for students to tell me a little bit about them and why they chose this learning institution and course and area of study. I ask them about their short-term (1year) and middle-term(3-5 years) and long-term(5-10 years)goals.
I also incorporate a similar strategy. I am involved in teaching at a career college and relevant skills are necessary for employment. I therefore try to give personal examples from my own experience and elicit student responses that allow them to relate their relevant experiences as well.
