I think visual learners learn well with pictures. Sometimes I will explain concepts by drawing diagrams as I am lecturing. It makes sense to the students to see the development of the picture at the same time as the development of the concept.
Hi Amanda- Thanks for your post to the forum. You are definitely addressing all the learning styles in your classes - great work! Best wishes- Susan
Hi David- Wow! I could not have said it better myself! You are handling your students perfectly - well done. Best wishes - Susan
I work in a technical institute where we teach automotive technology. Most of the students are visual and kinesthetic learners. They learn somewhat from the power point but by far the greatest learning tool I have found is hands on.When I talk about a topic or a tool, I have the very same part in which the students can examine, touch,take apart if possible and see the very thing they might have to replace or test when in the automotive field. This is a very strong tool when it comes to this type of learning style. Just a picture and a paragraph just doesn't do it for a vast majority of the students.
In class I also use powerpoint slides and demonstration techniques to aid the students in learning. After the demo the students are than assigned to practice the demo on one another so they can get information through lecture, powerpoint; demonstration; as well as practicing with me watching the practice session.
In class I also use powerpoint slides and demonstration techniques to aid the students in learning. After the demo the students are than assigned to practice the demo on one another so they can get information through lecture, powerpoint; demonstration; as well as practicing with me watching the practice session.
HI Lisa- Some of my best techniques were also "stolen" -borrowed! The "cool/not cool" exercise starts out metrely asking student to "go with their gut" but then, as you mention, they must back it up with critical thinking- terrific! Susan
I actually stole the initial idea from a friend of mine. I changed the activity a little in order to get the students moving, but the foundation was his. When he initially came up with the concept, he thought it might be a good way of getting his students to discuss character in the Odyssey. I use it for the play Fences because the class is usually quite torn about how to react to Troy Maxon. He cheats on his wife, betrays his family, and destroys his sons' dreams, but he still loves his family. He is flawed but is still an amazing character. It is seemingly a simplistic activity, but because of the simple "Cool/Not Cool" nature of the activity, it tends to draw out some of the more withdrawn students. The most important part of the activity is the follow-up. The critical thinking is far more than just ranking the characters.
Hi Lisa - What a creative idea! How did you come up with it? It does indeed accomodate all the styles and is fun besides. I can't wait to try this in one of my classes - thanks for sharing! Best wishes for continued success in your teaching career. Susan
Hi Fran - Thanks for your post to the forum. The idea of playing Jeopardy using the Smart board is terrific - can't wait to try it! Thanks for sharing. Best wishes for continued success in your teaching career. Susan
Hi Melissa- Thanks for your post to the forum. Well constructed powerpoints are great in the classroom, especially if you make sure to pause often for questions and mix it up with perhaps some samples, models etc to pass around. Best wishes for continued success in your teaching career. Susan
I like the idea of the 3-D models. That would definately be something that I could use in my Anatomy and Physiology courses.
Some of the strategies that I have used throughout my career have used powerpoint presentations for most courses. I have also used white boards and games.
I use a jepardy game on the smart board for simply math topics. I used it for the first time last week and it was a major hit... Lots of learning too! Some of my shyer students came out of their shell. It could be taylored to any field of study.
I teach literature and one of the most effective activities that I do that incorporates all learning styles, especially visual, is using the "Cool Wall". The "Cool Wall" is from a television show called "Top Gear;" on the show they rank cars according to their "coolness factor". The cars are ranked "Subzero," "Cool," "Uncool," and "Seriously Uncool."
In the class we read a play and then rank the characters on the cool wall. I have pictures of all of the characters and the students place the characters where they believe they belong on the wall. We then discuss why the character belongs in that ranking. It is a fun activity and everyone really gets into it. It helps to enhance understanding, plus it allows us to discuss characterization in a very accessible way. It also promotes critical thinking because the students have to debate the merits of their rankings.
I teach math and I use some Power Point, Some videos from youtube, and I also work problems on the white or smat board using drawings when applicable and different colors for emphasis.
I like to use video and powerpoint lectures. I think the students appreciate the multimedia approach and like the use of technology in the classroom.
For math I use powerpoint and additional notation on the steps to show what procedures need to be followed.
As a Cultural Diversity (sociology) instructor, I use a variety of instructional strategies including Powerpoints with some diagrams and graphs. I also use You-tube videos, DVD's, and skits. I even use a show-and-tell technique to illustrate a concept. For example, to make a clear differentiation between assimilation and pluralism or a "melting pot" vs. "salad bowl" concepts regarding diversity in the US, I use a water vial. To illustrate assimilation, I pour into it sweet-and-low. To illustrate pluralism, I introduce see through pebbles which do not "assimilate" but stay "pluralistic". P for pebbles and pluralism, all-together for assimilation.
Visual samples and examples shown in tandem with related lecture material can work for both visual and auditory learners at the same time.
