Making a course's content relevant and applicable to the learning needs of the student is access and particitpate in the course content.
I use real life examples of jhow course contenet is applied in their chosen field. I also give examples of situations where they might apply the information. I then ask for verbal feedback of their ideas of how they might apply the information. I often use a case study in order to reinforce course content.
In the clinical setting i bring what they learn in the skills lab to the actual clinical site, where they can experience the skill with real patients.
The same here it draws a connection between theory and practice
I plan ahead for what I will be teaching and look over content of material to be covered.
I found it helpful in planning interaction for my new clinical students
I try to accomodate the different learning modes by using varying styles of presentation.
First of all, they have the power points for the visual learners. They follow along with their books for added affect.
While I am showing the power points, I am lecturing and filling in the blanks for the auditory learners. I try to interject real life examples as I go along.
For tactile learners we have the actual skeleton and anatomy models. This helps give a 3 dimensional picture.
For kinesthetic learners we actually enter all of the information into the computer and generate the claim forms they will be required to do in the field.
sounds like a wonderful idea. Thank you
To learn how each student learns the best
I like to relate real situations in detail to show the relevance of the subject matter.
Hi Jim,
I am a big user of case studies as well. They give me the way to introduce the key points I want my students to learn about and apply in their career development.
Gary
Hi J Rider,
This is a great strategy for keeping the interest of the students. Also, think about all of the great words they are going to have throw around when they complete the course. I am sure they have fun learning and working with these new words.
Gary
Hi Erie,
I like this approach for two reasons. One, it involves the students the material and then presentation of that material. The other is the point you make about the "sage on stage". By having the students present sections of the course there will be a higher level of buy-in.
Gary
I find that students can relate to this
I generally use my expereince in the field as this will relate to the subject that is taught.
Finding hands-on applications for design or artistic classes. I have trouble finding hands-on applications of technical subjects, where mastery of applying facts is important. In both situations, I think the real trick to making the learning stay with the student is to find real-world situations where the subject is applied and appealing to how this material supports the overall usefulness of the degree. I think students respond more to the various teaching methods if they see a use for it in what they ultimately want to do. Something else I learned in college that I find works in the classroom is that not all subjects are interesting. Doing a project may end up teaching the student what they do NOT enjoy doing, or it may expose them to new career opportunities they had no desire in before they took the class.
My most difficult student is the one who says they ONLY learn by hands-on, and won't listen to a lecture. In technical subjects that use software (AutoCad, Photoshop, Pro Tools, Final Cut, etc.), it always seems pointless to me to "learn by doing" when you don't know what you're trying to "do". I have not found a happy medium between covering technical facts and engaging the class in a practical project at the same time.
My face-to-face classes usually involve a combination of lecture on my part, where I use the whiteboard and powerpoint for emphasis or organization of some details. I'll throw up an off the wall term or phrase (one of my favorites is "pedantry" which is how I characterize a computer's insistence to follow rules). At which time, I'll ask if anyone knows what the word means. I suggest that they should not even let an instructor use words that they don't understand, but they should still use "due diligence" (another excellent off-the-wall phrase) and check to see how the word might be defined online.
Many of the course formats come in an asynchronous format but I can attach voice files or podcasts for students who have an audio learning style. I can direct students to complete activities hands on for those who are tactile and create presentations with illustrations and automations in the presentations for the visual learners.
Darlene Pomponio
Stan,
It may seem obvious to read ahead in the textbook but my experience is that many instructors don't do this. By connecting the reading, lectures, and labs, the concepts are reinforced and (hopefully) mastered. Thanks for this reminder!
I have a PowerPoint, lecture, discussion, and team activity planned in every single class. At least one of these techniques will appeal to every type of learning preference. Scaffolding the instruction also enables long-term retention and reinforces that the material will be used in their professional lives.
