I teach computer-based classes and my students learn much more by doing than lecture.
Although the actual experiments in class are mandated by the school, I often offer secondary stesp to the process, or other relative experiments which may be attractive to certain students. I also disucss the variations of the perscribed assignments and what special significance the students may draw from the second experiment that might not be evident in the first.
The course content that I use on a regular basis was covered in the ED 101 course. It was a good refresher course for making sure to look at course content and materials from both sides, as an instructor and a student. Sometimes we all forget that we sat once where our students sit now. I enjoyed the course and materials associated with the course.
I survey the students at the beginning of each term to ask them what job or career they see themselves in after graduation. I try to pick out different course content that matches each student's career goal. I challenge them to find current event articles that relate to this content and critque them based on their life or career experiences.
I begin with a brief lecture, accompanied by either a powerpoint presentation, handout or the e-book displayed on the screen. Our book is designed so that there are practice problems after each skill is discussed. I will demonstarte the skill before the practice problem, then assign the practice problem. I walk around and help students who need help. We also do group work, because I find that sometimes the students can teach each other as well as I can teach them.
Hi Dara,
This is so true so you need to "read" your students so you will know what to select as a delivery format. This will increase the comprehension and retention factor for students.
Gary
I have used all of the strategies presented in ths moodule: mimi-lectures, case studies,demonstrations, guest speakers, field trips, discussions, PowerPoint presentations, other media (television and movies), etc. The content of the course one teaches and the dynamics of the class determine what kind of strategies will work best.
Hi Jay,
The key is the ROI for students just as you mentioned. The more we can illustrate this to our students the more engaged they are going to be. Thanks for the input.
Gary
I like to show the student the value of what they are learning. That way they see why we are talking about the subject and how understanding it better will help them.
Hi Terry,
In the beginning you can just assume a normal distribution of learning preferences in your class. As your expertise expands you will start to see more accurately where the learning preferences are within each course. I have had them bunch up with 90% being tactile learners and 10% being auditory learners. By knowing this I was able to reformat my planned delivery and focus on the current group of students. This is why customizing instruction is so important and constantly changing.
Gary
Actually I need to back up and ask the question how do I identify the different types from the people in my class? Or do I assume a normal distribution of each of the different types?
I think it's important to not just simulate or try to reproduce the "real world" but to go beyond that. We have created an externship program for our students to complete their course at an actual place of business whom may hire our students.
They are practicing their craft in the real world to get the actual first hand knowledge of what to expect.
Hi Carrie,
I think you will have even more impact with your teaching as a result of your using their learning preferences. This will keep the students involved at a more intense level as a result.
Gary
I think that learning about each student's learning preferences is a great way to understand how you can better deliver the course content.
I will definitely be using this in my courses.
Hi David,
The more we can creative a connection between the classroom and the real world the easier the transition is going to be for the students. So doing what you are doing is a great way to help them see what their next step is going to be in their career development.
Gary
Hi David,
Great strategy. This keeps the flow of the class from becoming boring while helping the students to remain engaged.
Gary
I teach primarily accounting and finance, but I also own a small business. Showing students real documents and real methods helps them to see the relevance of the theoretical material. Is this really what is done in the field?
I break each hour into four 15 minute sections, and go over the required subjects/concepts four different ways (one per learning style).
I often create a mock industrial setting in the classroom by rearranging the tables, and then give the class a problem to solve.
Hi Kevin,
This approach helps them so appreciate and develop coping skills for the next step--the real world. The more you can do to prepare them to handle such pressures the greater service you are providing them in terms of preparation.
Gary
