I also use DVDs as well. It helps create a shared experience among the students and reinforce the content of the text. I also find that students enjoy watching a video.
I do it by incorporating different activity to present a chapter, inclusive of powerpoints, team activities, review sheets, etc.
Many students do not realize the relevancy of the subject matter to their career. So, on the first day of class, I explain how the skills they will learn in this class are essential to the skills they will need in their profession. I also post links to articles on the course page discussing the same and will show video of practitioners discussing the necessity of the skills learned in the class.
In our program and coursework, we try as best we can to simulate real world examples. Through the use of labs, the students are to work in teams to problem-solve and use their critical thinking skills.
Hi Kleinkauf,
Good strategies for engaging students. By offering all these different opportunities to learn content you are going to keep your students focused and excited about learning.
Gary
Hi maybe you can try turning the Algebra lesson into a jeopardy powerpoint game. The students can form groups and try to figure out the answer together. This way some peer tutoring can happen and other students can see how another student arrive at the answer,but let them know that everyone in the group has to have a chance to solve a problem.
different learning preferences can be accommodate by cross word puzzles,color templates, work book,powerpoint presentation, calling students up to the white board(let them know they have a life line, they can call on another class mate to help them so this way the student would not feel shy about coming up to the white board.
I plan the instruction based on my assesment of how the students in my class learn, as well as incorporating different types of learning. My two sons are very different, one learns kinetically, and the other phonetically. I learn through visual aids. So it all depends, but I will usually use several intsructional teaching methods.
In one class, we focussed on public speaking throughout the entire course. During every class meeting, each student would stand at the podium to discuss an issue of the day or their research paper. For the last class they each presented their term paper at the podium and then we went to a ToastMaster's meeting. Since I had the same group of students for the next session, we were able to build on our public speaking skills from the lessons learned at ToastMasters.
The first thing I do in a course, is ask students what experience they have in the subject matter.
Then, I tell them that we all have different learning styles and do not hear things exactly the same way. I tell them that if I (virtually) cannot get in through the front door, I will try the back door. If I can't get in through the back door, I will try the window. If I can't get in through the window, I will try the chimney. That surprises them and offers a little humor to make them feel more relaxed in the classroom.
Then, I not only lecture on the topic, but give demonstrations and show samples of what I expect of them in their assignments. I offer web sites to help explain the topic. In my database classes I walk them through "hands-on" labs in how to use Access, complete with screen shots in PowerPoint presentations.
At the end of a live class, I offer time for Q & A. I tell them that if they have a question, but are afraid to ask, chances are another student might have the same question and the answer will benefit all of them.
Hi Annmarie,
Good strategy because as you know students really like hearing examples and stories about their field. So weave these stories into the content and you are going to have engaged students for sure.
Gary
One course I teach covers media and society, so I can constantly bring in real world examples of how culture and media interact. It means I have to stay on top of the latest developments and news, then help my students connect those to the broader concepts we're discussing.
I teach in the ultrasound lab, and before I have the students scan a new area I review what exam the students will be learnin with a short lecture, and often include diagrams on the board. Then I give a demonstration of the exam before I let them scan.
I still work in the field that I am teaching, an I am always bringing discussions about my experiences to the class room to show students how it is related to the material being covered.
In the courses I teach, Lab is 1/2 the class time and Lecture the other 1/2. Lecture mostly incorporates Power Point Lectures. Due to the pace of our program there are restrictions to varying this format.
Being up-to-date with the current trends,changes, addition and revisions on the particular field being taught to students.
Becoming a member of a professional organization on that field, attending seminars, workshops and continuing education made my course content more relevant and applicable to my students learning needs.
Hi Helen,
Good information about how analyzing the learning preferences of your students gives insight on how to target your instruction for your students.
Gary
I try very hard to reach all my students' various learning styles by presenting DVD's and powerpoints, class discussion of situations they would find themselves in the operating room, allowing a student (if they choose) to lead the class in a discussion and/or presentation, and taking the students into the ST Lab to examine instruments visually and tactically.
I have done it w/a combonation of Videos/Presentations & daily commentary.
By constantly evaluating and assessing what is going on in the current world and adapting accordingly.
