I have employed brief lectures as well as small group discussion and presentation and case studies. I teach subject matter that can be rather "thick" for non-traditional students, i.e., constitutional law, ethics and critical thinking; I have found limiting the individual lectures to 20 minutes or less and incorporting small group discussions on a "branch" of the lecture allow the students to better assimilate the material. Moreover presenting the conclusions drawn from the small group allows me to identify areas the students really get and areas where there appears to be difficulty with the material.
I make the course content relevant to their careers, interests (media), and real life situations when writing.
When going over a course's content for the first time, I reflect on how I have used (or not used) it in real-world job sites. Having examples to share with my students helps them take these bits of "course content" far more seriously.
During the first few classes, different learning styles/abilities become apparent. Some students do well working on their own or with others and some students learn best with some one on one instruction from the instructor. Leaving a little bit of flexibility in your daily curriculum can allow the instructor to teach different learning styles, effectively.
Adele,
I am a food person myself. We enjoy snacks and special treats at different times in our courses. The results are more involvement by the students and they stay focused because they are enjoying the class as well as the social interaction that comes with our treat times.
Gary
Dr. Gary Meers
Geri, any classroom activity/learning that can roll over to life outside the classroom does become more relevant--e.g. transferable skills that can be listed on resumes.
Since attention span varies, dividing time in the classroom between lecture, boardwork, individual student activity and group activity is relevant to addressing various learning styles. Class breaks are also a necessary part of the students' needs equation. Though it may seem less relevant, a snack may restart students' concentration (i.e. the brain cannot function at its best on an empty stomach).
Thomas,
Variety is the key and you are offering such with this approach. Good way to keep your students engaged and focused on what is being taught.
Gary
Dr. Gary Meers
I try to incorporate as many different learning preferences into my training as possible. Some parts I will have the students read out loud, some parts I will read to them, then I will also have a hands on activity if possible to reinforce what was just discussed. I always ask lots of questions to keep the students involved during any lectures
Joseph,
I like the way you are making it real for them. This is what the foundational courses like math are all about and why they are so valuable.
Gary
Dr. Gary Meers
When teaching my Food Service Math Class, I often get the response why do I need to know math, they get the relevance of the topic when I tell them without it they would not be able to make a profit. They would not know how to control payroll make accurate recipe conversions etc. By the end of they day they understand completely.
I try to use a wide variation of strategies in order to touch as many of the students that I can in a positive learning approach. It may be handouts, with visual / audio materials to support the discussion. I have done lecture, with open class discussions on topics. I have also done role playing to strengthen that understanding of the practical applications.
Demonstration, and group discussion has helped my students realize the course content and make it relevant to their learning. I have recieved positive feedback on this, which has helped me as a new instructor develop effective lesson plans.
I try to incorporate all types of learning styles and give hints on how to study based on their learning styles. I try to have a lecture, visual aid, and some hands on and/or group activity. This way all types of learning are addressed. I also ask for feedback from the students after each lecture to see how much information they retained.
I usually start a topic by presenting the simples facts first, from there I increase the complexity making sure my students understand every topic before I start the next one, in some cases I open a class participation to evaluate any understanding dificulties, it has helped me to reach students that are affraid to ask.
Roger,
This programing approach is common in many schools, so I can appreciate your comments about how it is very difficult to get a clear picture of what the needs of students are. By offering a variety of instructional delivery methods you will be able to meet the needs of the students at different times throughout the course while keeping your instruction exciting.
Gary
Dr. Gary Meers
my classes change evbery 20 days so it is very difficult to stick to any plan every class has to be assesed every time in order to provide what each student needs.
Tanya,
Student brains need variety and change of pace to remain engaged. Your approach is working in their different learning preferences as well as giving them different focus points throughout each class.
Gary
Dr. Gary Meers
I use a multitude of strategies. I lecture (auditory), use powerpoint (visual), play short video clips that solidify points (visual), do demonstrations and have students perform experiments (kinesthetic), and have students team teach to learn concepts. I try to mix up the various strategies for each exam to accomodate the widest range of learning styles possible.
John,
These experiences and examples really make the content come alive for the students. They also help to engage the students in the learning process. Keep up the sharing.
Gary
Dr. Gary Meers
