Have you found there to be a predominance of one or two learning styles among adult learners who have made the choice to pursue further education? Or are the learning styles typically evenly distributed? I'm just wondering if people with certain learning styles are more likely to engage in formal instruction.
This is true, I teach nursing didactic and clinical. It is the clinical area where we see the lectures come alive. The light bulb tends to off in this arena
This is a difficult task for me to feel consistancy with. Sometimes I feel like it takes a couple of classes for me to really understand what differtn learning preferenes or styles each student opperates from. For me I think that gaining repore with students from the first day or even giveing non graded learning style assessments is a great way to become more familure with this. Then varrying the lecture to accomodate seems to be the most affective in course delivery when considering these styles. But its still a difficult task to do consistantly!
I will let the students know when the book may be out of date on a specific topic, or even add to the book with my professional knowledge; letting them know it's not in the book, but it is something they will need to know.
Justin,
Your last sentence really captures what we are doing in our classes. It amazes me when students use some of the information that has been shared in class in their lives outside of class. When what they have been taught helps them they come back to school surprised that what is being taught can actually be used in real life. The get so focused on passing the course they forget they are being taught content and skills that will help them with their careers.
Gary
Gary Meers, Ed.D.
I have used most of the strategies mentioned in this course to make content relevant and applicable. Guest speakers, field trips, and hands-on activities have all been very helpful. I have found problem-based projects/activities and case studies to also be very helpful. It is awesome when students can effectively apply course content to real life situations - and have success.
Jessie,
This is a valuable resource to have and share with your students. This way you know how to select and deliver instruction based upon what the inventory showed you.
Gary
Gary Meers, Ed.D.
At the beginning of the course my students take a learning inventory in which they tell me how they prefer to learn. I incorporate different activities as often as possible to address their learning styles.
Malana,
This is such a good way to take an overview of the class and the learning needs of your students. You are exploring the different aspects of instructional delivery so everyone will have a chance to become engaged if they are willing to put forth the effort.
Gary
Gary Meers, Ed.D.
Shirley,
This is how it should be because as a result of how you have set up the learning experiences for your students you are helping them make the transition to the work world much easier. They will have the knowledge, skill and understanding of what it takes to work in a professional environment that requires that certain steps be followed.
Gary
Gary Meers, Ed.D.
Mark,
You last sentence in your post is where we educators need to end up in our instructional planning. We do have our preferences in terms of how we learn but once we are out in the field we may not have the choice of using that preference so we need to acquire the discipline and skill to be able to take in information via other venues. If we can then we are going to be more successful in our career growth.
Gary
Gary Meers, Ed.D.
Different teaching styles are put into play from day one of class as each student is observed regarding a selection of details of how they learn best. A small selection of ranges to consider might involve student learning in a language other than their native tongue, vision issues being able to see the board clearly and even their learning preference style based on their interests as to how to connect with them and support them learning from the maximum level of course content.
I'm going to get lynched for this, but here goes. Everyone basically learns the same way (Oh gosh. What have I done?). We are all visual learners. We all create mental images to learn. Some are better than others at it and have the ability to do it on their own. Others need the image physically shown, but we all use a mental image of some sort. I find that those who claim to be the proverbial "Hands on" learners are simply unwilling to put the effort into learning (either consciously or subconsciously) and just want to participate in some activity and not have to think much about it.
Learning preferences are much less about the student and more about the subject. If you are teaching how to run an EKG machine, hands on works best. If you are teaching the structure of the atom, creating a visual image works best. If you are teaching about the function of insulin, logic works best.
These learning preferences should almost always be used in combination with each other.
I teach a Medical lab Class, so I treat the students while the are in the lab as though they are in a real lab in a real doctors office. I do not allow food or drinks in the lab, if they want something to drink they either have to wait for a break or they have to leave it in the hall by the door.
We also do real life triage exam role-play and they have to wash their hands before and after each student(patient) if they don't they are caring germs and diseases back to their patients that could cause them to become sick and have to be hospitalized. I made it very real life like, because I am teaching them to take care of sick people.
Tara,
By using all three you are offering a change of pace and variety in learning delivery for your students. This is what will keep them engaged as they progress through the course.
Gary
Gary Meers, Ed.D.
Within the Film and Video department we get hands quick! The lecture is essential to providing key terminology and concepts. But as in most arts the only way to learn how to hold a boom pole is ... to hold a boom pole.
We cover techniques of audio video field production in depth from common occurrences within freelance videography to proven methods of the major studio system.
I create set dilemmas during our audio production that they will be faced with in the workforce so they are not seeing them for the first time on the first day at work.
I use all three: auditory, visual and kinesthetic as my tools to target all the learners. I use questioning, and encourage them to question, lot of practical, testing pieces routinely.
During my editing courses, I try to have the students organize material as many companies prefer to prepare themselves for the real-world.
I always try to stay as current as I can, so that the lessons and information do not appear too dated. Some of our students may have heard about the latest trends and it's our responsibility to offer a perspective, if there is one, or the latest information to a topic. I also try to draw as many parallels and make as many comparisons as I can to other situations in life, to make the content appear more accessible.
Doinysius,
It is important to "read" the class each time it meets. This way you will have the pulse of the class and can make adjustments as needed to keep the course moving forward.
Gary
Gary Meers, Ed.D.
