For the most part I think the content is already well laid out and relevant, what we add as instructors are the bits of real world experience that help drive home the reason for teaching it.
Susana,
Good strategies to follow in helping your students to be successful with the different learning modes. With this approach the students get to work in their different preferences while acquiring the needed skills and knowledge. This results in a win win for everyone.
Gary
I begin with a powerpoint so that the visual learners have something they can see, the auditory learners also benefit from this as I leccture what the powerpoint is demonstratin, after the lecture I then assign a hands on group activity that pertains to the lesson so that my kinesthetic learners also have the opportunity to learn the material and in the group setting they share ideas and help each other learn in different ways.
I try to see what different learning types I have in each class and then prepare accordingly to fit as many learning techniques in as possible.
i'm covering as much as possible everything that would accomodate the student's learning preferences like before we start the chapter, I'm giving a reading assignment, and during the class I have a visual aids like powerpoint presentation and sharing stories relevant to the course content! If the situation asked for demonstration, I'm demonstrating skills as well to better absorb the course content!
by assessing the needs and preferrences of the students
This I find the most challenging. I first like to give a quick anonymous assessment test, to guage the level of reading and writing and comprehension I'm deaing with.Then I give different levels of questions that reflect the cognitive level...as I build in increments a logical progression, and then see if they understand the material cognitively by HOW I askthe questions...and then explain it on the board. If they do not reflect what they have learned on a quizz, then I know that it isn't significantly retained. I sometimes have to try various ways before i find what works, because even though I ask the student what their preference is---they do not always know.
Accommodation of learning preferences is paramount especially to due possible undiagnosed learning impairing among adult learners.
learning preferences are a little tricky; at least for me, because I think you have to go on what the student is projecting, and it's not always in earnest [what the student projects].
Most students like hands on activities and working in groups...any time I can accomodate that is a good day. For the classes that have to be more lecture; because of content, I try to give a hand out that helps illustrate what I'm talking about. I also like to give out an outline of what i will be covering; with key points highlighted, this can be used as a study guide and a reference point to look into their text books for reiteration of what was covered. This way they also can get use to a lecture style with a little less intrepidation. Any way I can use a visual I do so.
Donald,
Sounds like a great example to use because many of the students I am sure were relating to anxiety in the dentist's chair since many people have it. Good way to make the general type course relevant to their lives.
Gary
I teach a general psychology class that is meant for non-psychology majors so demonstrating relevance of the topic is critical. On the first day of school I assess the students’ majors and well as their desired career goals. Then as I teach each topic I present examples of how the material relates to specific fields of interest. For example, in one of my recent classes the majority of students were interested in nursing, three students were in a business marketing program and one was interested the dental field. The topic was recognizing and mitigating the symptoms of anxiety. I started with an example of patient anxiety in the dental office, then broaden to medical patients and finally the hospital staff as a customer of medical supplies.
Kenle,
Connecting the dots is valuable for the students and the more real life examples they can see the greater they can see application and relevancy.
Gary
Anthony,
Thank you for laying out the strategies for instruction. This is comprehensive and helps the students to see clearly what is going to be done in the course.
Gary
Donald,
Good way to "connect the dots" for the students and help them see the value of the content.
Gary
I always make it a point to tie-in the lesson plans and course content with real world experiences and scenarios. I find, if you give them something tangible that ties into the material they are learning, it enhances their understanding of the information and allows them to relate to the subject.
I also figure the average age of the classroom and divide that number in half, using the resulting number as a guide for how long I discuss a topic. Then, I talk about something different for a moment (like a Diamondbacks' game, etc) before continuing with the topic or going on to more material. Example: If the average age of the class is 24, I discuss/lecture the subject for 12 minutes, discuss something else to regain/keep their attention, then continue with topic/present more material.
Course content must be well defined and be properly structured so that the learner can
work on it and achieve the set objectives. Teachers must have the objectives of the course clear so that they can pass them on to their students; this way, students are well aware of what they are expected to learn in the course. In addition, if the objectives are not clearly understood by both the teacher or the learners, then that can affect another key issue; the assessment process which can consequently become misleading.
If we have consistent objectives, the evaluation process is going to be more effective and fair. It should be explained to students how and why the course content is relevant to their studies. Therefore one of the teacher’s roles is to contextualize the course content and activities.
I will sometimes directly apply the content to their interest. For example, is sue is a nursing major I might say something like “as a nurse, sue, this is what it would look like. Then I call on someone else to provide a vocation and I ask the class to find the relevance as a group discussion.
Lisandra,
Variety and change of pace are two good ways to keep students engaged. You are doing both with this approach.
Gary
Prior to starting any Module I make sure I pack my "Lessong Plan/Curriculum" with a variaty of different approaches to learning, research, reading, individual learning, group learning etc. This way I can make sure I reach everybody, plus it gives me an opportunity to see what really works for that particular group.
In class, I use the information that is experienced in the workplace so the students can understand why it is important to grasp certain course material.
