I try to plan my classes by addressing all types of learning styles. My classes are two or four hours in length, which is also why I use variety,to maintain student focus.
Hi Robert,
This approach is so important. As you well know the students have to see the relevancy and application of what they are studying if their are going to continue to be engaged.
Gary
Hi Jane,
I evaluate my students' presentations based upon a rubric I create for each assignment. This way they know exactly where the points are going to come from and how they will be earned. This really helps to guide the students.
With shy students you can reduce much of their anxiety by putting them into presentation groups. (3-4 students per group). Then I assign each student in the group a topic for a specific length of time, say 5 minutes. On presentation day I have the group come to the front of the room and sit behind a table. This way there are 3-4 students sitting there so the shy student doesn't feel as exposed. I have the students remain seated during their presentations, again it keeps the spotlight reduced during presentation time for the shy student. I have found this method helps the shy students do their presentations and really helps them to build their confidence. In many cases by the end of the course they are able to stand up and present confidently.
With poor presentations by students, I tell the class "that in addition to what has just been presented they might want to also look at" and then I hit on the key points that were left out.
Gary
I continually tie the course content to the expectations of the business world for which they are supposedly preparing to enter.
For their project presentations, I've had the students evaluate each other, but I'm not sure that would be appropriate for core materials.
Excellent questions, Jane regarding how to evaluate student presentations. I would be very interested in some input on your questions. It's true that there are students in my classrooms as well that are shy and feel overshadowed. Thoughts, anyone?
I've brought in news articles showing recent events related to the main content of my class. I've also updated my personal knowledge of newly available technologies to share it with my students. I've assigned each student a project that requires them to research a topic on-line.
I agree! As my students learn more about the evolution of fashion/costume history, I keep them engaged by actually constructing items in a similar way that was used during that time period. I've received remarkable feedback from students and retention of course materials as they gain better understanding as to "why" fashion developed as it did.
What a great idea! I'm always looking for ways to keep the students focused on the lecture material. How do you evaluate the student's presentation? Also, how would you handle the student who does a really crummy job? Repeat the lecture yourself, or have a different student give it a go? I like the concept, but have a few students who are very shy and tend to be overshadowed by classmates.
You are right!! This also helps some students grasp and understand some of the source material.
What I stress to them is that what we are teaching is what they need to help be successful. In a technical enviroment, starting their career with the knowledge they are receiving is the difference between "changing oil and changing brakes" so to speak.
Same thing here. I bring certain tools that I used and teach them how to use the tools and when. I have found using pictures showing what you did helps too. You are not just up there just reading from a book but teaching from your experience also.
My courses are very hands on. I use scenarios that reflect the backgrounds of my students. As the class progresses, I change my scenarios to reflect the career choice of my students.
I use a variety of methods, including lecture/PPT; observation; guest speakers; field trips; group activities (hands on); and also integration into SmartBoard, where there is an infinate number of activities that pull students into the learning objectives and give them an opportunity to become a part of the teaching role as well.
Hi Cynthia,
What have you found to be the most effective instructional delivery for your students among those that you have listed.
Thanks.
Gary
Hi April,
Good use of variety in your delivery. By using this format you are touching on all of the different learning preferences so each student is being given information in a way that enhances their learning.
Gary
Use mini lectures. Have either power point or films. Put class in groups for mini projects
I try to include pictures, graphs, and diagrams into the lecture material every class session. I also try to provide demonstrations and hands-on work for the students as often as the subject matter allows.
Lesson plans, Create Power point presentations, internet training, field trip
In order to accomodate the 4 learning styles of students - keeping in mind many people have several - I have to take an inventory of the students. Since I teach a curriculum where students can enter anywhere on the 30 week wheel it helps if I take this inventory early so I will be prepared when they are assigned to my classes.
After I learn about the composition of learning styles in my classroom I reflect on the material to be presented and determine how material can be presented best to accomodate the majority of students.
For instance I am teaching a computer software class this session with a high percentage of tactile learners. This would seemingly work well for the course, but I have lecture material to present and demonstrations to give so any trial-and-error learning progresses successfully. I have been utilizing mini-lectures, skeletal note outlines, and discussions to get the lecture notes to the students. And in order to assess their computation of the material it has taken a lot of one-on-one interaction on my part by walking around the computer lab and discussing issues as I see them arise. Again if I see the same error over and over I call the class' attention to the front of the room to address it as a group before they move on.
