Joel,
This is a great strategy to use and I am sure results in a lot of interesting discussions. The case you mentioned is so controversial that the students would I think be excited about exploring the different aspects of such a case.
Gary
For Biomedical Ethics, we discussed current court cases that were happening at the time, such as the Casey Anthony Trial and related it to the concepts they were learning in Biomedical Ethics.
To implement relevancy I think is simple. First you need to understand the career track of the students. For me, most are nurses assistants or medical coders. A few others are in the class from criminal justice. Found this out during introductions.
I look at the course material and have to reach the course goals along the way. But implementing it has to meet the career track and future goals too. I present the material in a way that it can apply to other classes and life long skills and knowledge. If you relate the material to something they already know, they seem to not only understand it, but they remember it. For example, when I discussed in the basic computer class about technology, I incorporate cell phone, PDA, iPad, computers, and other items the students are already familiar with. Teaching some history behind the items and how they work as I go. And also talking about what the future will bring.
Students are sometime apprehensive about a class that they are unfamiliar. So bring in the familiarity they already know to bring comfort to them. Alot of the material we discuss effects them everyday and will even more in the future. Using this for relevancy will make them more attentive to what they don't already know and make them hungry just to come to class.
Students come to learn. If they learn and learn with fun, they will share their knowledge to others, which in return brings more students in and keeps retention high for current students.
I incorporate a variety of teaching tools that include case studies, videos and group work.
Trial and error! I review facial expressions on my students. When I see the light-bulb go off, I stick with that for that particular student. It is a constant learning curve with each individual. As the class size increases, so does the challenge and that is why we teach, correct???
On several occasions, I have asked students for details on their own personal experiences that are relevant to the subject matter. This makes the content more relevant to them. Plus, they can hear about other students' experiences. These 'mini case studies' are a great way to build course relevance.
Leann,
What are some examples of the hands on activities that you use? Thanks for your input on this.
Gary
Judy,
This is a great opportunity to learn more about your students. What a wonderful resource you have available.
Gary
I try to alternate between lectures and other activities. Since I teach computers, I try to incorporate as many "hands-on" activities as possible. I also try to get a feel for learning preferences of individuals so I can reach them more effectively.
At the beginning of a class, I always make clear what will be covered during the class session.I do this by, first, writting a brief list of objectives and goals on the board, then by discussing these with the class.
Next, delivery of course content for the day;
I may begin with a lecture format, using the white board. I often use models of bacterial organisms, or slieds to show what the organism looks like.This is followed by a hands-on activity. If appropriate, I may then show a film, or move to a computer-based research topic. By starting with a lecture format, I can reach my auditory learners, and by using models and slides, reach my visual learners. The hands-on activities help tactile-style learners, as well as giving everyone a chance to participate in an activity that will reenforce what they have learned from the other presentation styles.
I try to use as many learning styles as possible in each class period. After getting to know my students a ittle better i focus on the learning styles that the class seems to respond the best to. I like to lecture for a bit and then give some sort of hands on activity or group work that relates to the lecture.
I try to use hands on activity when I can.
One of the courses I teach is Work Group Dynamics. For this I do research on what employers are wanting in the area of 'soft transferable skills' then I post them or if we have computers available I have the students do the research. The skills we learn in class are always on the top ten list of what emplooyers are wanting.
We also do a large number of roleplays and often use senarios given from students. It seems we are constantly comparing the ideas in class with past experiences of the students who have been in the workplace.
With each new cohort of students, I attend a few of their Student Success classes in which they define each of their own individual learning styles. This give me a heads up before they enter my class and I can accomodate them accordingly.
Tell them stories of real life experiences either good or bad. Keep them up to date on information being taught and how it applies to them in their new career.
Pascale,
Great to hear that your new approach was successful. Thanks for sharing your success with us.
Gary
I use simulations quite a bit. For example I make believe I am the dentist and i drill on a stone model of a mouth as the students assist me. Our operatories are equiped with everything a real dental office has so there is water comming from the drill so the students can suction. I perform the entire procedure asking for what a real dentist would ask for. I give instruction to the fictional patient so they can hear what would be given as post operative instructions. This seems to really work. I also take each student and simulate a "New Patient Exam" like we used to at our office. All of my patients at my previous office always said they had never been told so much about their teeth. This has been effective with the students as well!
I use several means of getting "real world" experience into every lecture. I review the homework, have a question and answer session. This gives them time to settle in. We discuss the chapters we will be working on that day and how they will be relevant in the workplace. I like to give students scenarios and let them "think outside the box". What they read in a text may be different for what it may be. Using hands-on techniques brings the work they have done earlier into perspective.
First day of class I talk and communicate with my students and try to make them feel comfortable in my class. I write my name on the board and then have them each tell me a little something about them and there name. Once I get them to feel comfortable talking to me its easy to remember there name. I go over what we will be covering in that class.Then I have each one of them to read a paragraph or review questions at the end of the chapter. I also study there names in my class attendance book.
I did encounter that problem and I tried to a new approach every day.I will divide the class in small groups and have them discuss a case study and share their opinions; or I will have them read the steps for example of a procedure to perform and demonstrate it for the class.It's been very exciting so far.
