I teach a Psychology class, so tangible examples are not necessarily available to me. I utilize the case study often, though, and change direction with leceture to videos to group work.
The first week I discuss different methods of learning to see what students are.
For example: I demonstrate a skill and have the students create their version. This works when I have computer based curriculum as in an Image Manipulation class.
Thanks for the response, Raminder. Yes, skeletons, individual bones, and slides for blood cells work well too. My class is only lecture, but these elements make it real.
Lori
Lori
I fully agree with you. I teach Anatomy too and make students feel the bones ot the land marks and they enjoy it
Raminder
After discussing theory in class I then apply that knowledge to the practical world. But specifically I apply those "theories" to some of my actual experioences and how I utilized the theories in real life. This connected pretty well with the students and let them know that what I'm teaching them has a lot of relevance outside the classroom's walls!!
This sounds perfect when student can see real world examples in the class. They can make better connections.
Raminder,
I agree that real world examples are a wonderful way to make course content relevant. During my first time teaching Anatomy & Physiology, it seems after I would mention a real-life clinical connection, then students sometimes shared their own personal experiences with diseases or conditons. This also inspires other students to ask questions related to the topic as you mentioned as well.
Lori
I teach accounting and I incorporate "Real Life Accounting Adventures" toward the beginning of each class. Each adventure is something I've encountered in my practice that ties to what we're learning that day.
While teaching Microbiology, I try to give some real world examples to the students, and then try to get their response. This is one way the class becomes interactive and students share some case histories relevant to the topic. This way the students have a chance to ask questions related with the topic and discuss.
I have found that I learn certain types of history best by watching 3d (animation) representations of battles/geography. Understanding that each student has an optimum method/preference for learning - assigning group presentations that allow them to incorporate their best learning methods will better familiarize them with the information.
I also like having the students do article reviews on relevant topics. It is a great way to get some discussion going, especially if it relates to a unit or area that was recently covered in class.
Lori
Thank you, Gary.
Students seem to perk up a little when they get a chance to problem solve immediately after receiving new information.
Lori
Hi Lori,
Good plan. I really like and use case studies in my classes as well. They let the students apply their newly acquired knowledge in a supportive setting so they are better prepared to problem solve when they are out in the work world.
Gary
The strategies I implemented are using models and demonstrations. These methods help emphasize the relevance of the content in that it is another way to receive specific content in additon to lecture facts (for Anatomy & Physiology). I also implemented the use of case studies as applicable to encourage critical thinking.
I lecture over the materal and try to back it up with lab. Also question and answer session with my students to try pull out the laggers.
I like to break the class up into several different mini-lessons. I may have a short lecture, followed by a class discussion and end with a small group project. I find this helps keep the students engaged and prevents boredom.
Hi Frank,
Thanks for sharing this strategy with us. This is a great way to both measure whether the students have read the material as you mentioned as well as giving discussion questions that can become a part of the review process. This is a win win for everyone.
Gary
One strategy that I have use is to provide my students a list of ten discussion questions relevant to the chapter contents we will be reviewing and discussing the following week. In addition to my lecture we review the discussion questions which helps to engage the students in a dialog with me and other students. This also shows me if the students completed their assignment and have come prepared to class. I feel that this method has help to make the contents relevant and meet the learning needs of the students.
Hi Virginia,
It is good if you can establish a baseline on your students. I use a pretest to see where my students are so I can plan my instruction from there. What do you use find out where your students are as they come into your course?
Thanks.
Gary
Hi Nancy,
You have a great approach to bringing relevancy and application to each course you teach. The students have "take aways" that will enable them to be more successful in their job searches and career growth. I know this keeps them engaged in what you are teaching and focused on what will come next.
Gary
