Excellerated Learning
We call it EL. My definition is any learning that takes place when the student learns by his involvement. It could be a physical activity, hands on project, drawing, presentation It is some type of interaction where the student grasp the concept or skill in a way that is challenging and fun. The subject is learned not remembered.
I use questions from the end of the chapter and elsewhere in our text. I put the questions in the powerpoint for that class then do not put up the answers until everyone has an opportunity to respond. We do each question one at a time. Usually I have to convince them that I am not keeping score in order to facilitate participation.
I think that sometimes as an instructor we tend to get caught up in the facts and forget the practical application of our teachings. I see students for 3 weeks and then they are on to the next course. We have multiple courses with the same basic information they all deal with electricity. The students still struggle with the basic electrical concept. I have discussed the issues with other instructors and still have not come up with viable alternatives. The CEE course has shown me some things I can change that will help me to maybe present the information in a more student friendly approach. The problem may not be the information but maybe the presentation.
I like for the students to learn through their experiences in and out of the classroom, bringing all of it to the table and have them work it out or think it through. As you said, it will not be remembered, but learned.
I have implemented a team concept on a project building exercise that gets the students involved by assigning each team member a role and allowing the team to pick a leader. The leader will utilize a microphone to tell the rest of the class how the project was built and why each phase of the project came out the way it did. They use giant post-it-notes to draw the project, colored markers, rulers, magazine cut-outs etc. to build the project.
I believe that both can be done at the same time, if the expectations are clear. We complete a business building project and each team is in charge of their own project and is responsible for a report at the end. Each team member has a self directed responsibility and they are allowed the time and tools to be creative and entertained at the same time.
Excellerated Learning occurs when students are required to compress the time frame required to complete the coursework, and while I agree that many students enjoy "fun" classes I would rather engage students in activities and dialogue around the core content than entertain them.
In my field of teaching a software program certification courseware I could talk all day and show students what to do. I give students projects and ask them to come up to the teachers station to demonstrate what I just did and have the class give feedback. This gets everyone involved, makes it fun and they are learning!
I've found that some students "doodle" or draw pictures while the rest of the class is answering questions our asking questons. What I do is have the two or three students use the caulk board or power point screen to draw something related to the topic a few pages ahead of the current material being discussed and the class appreciates the artwork and the "doodlers" seem to remember by being engaged...
Great approach Jose! This technique clearly reenforces what has been learned during class time.
Keep up the good work!
Jane Davis
Ed107 Facilitor
I strongly agree with the fact that having students perform some tye of pysical activity improves the students retention of the informantion taught. I often have my students give oral/visual presentations of the topics covered in my lectures. This puts them in a position were research, planning and teamwork are required, which also prepares them when entering the work force.
My class is a balance of teaching a history of an object and then the mechanical aspect of working on the same piece. My problem is that the students have been told by the their future employers that what they are learning wont be used anymore. So I talk of the fact that some shops still work on the product and the students will need look to find the best oppertunity.
While I agree with you in concept, many of the examples I have seen or heard described of "Excellerated Learning" seem childish and stupid. It seems some instructors are more interested in the "fun" than the learning. I try to involve my students, but do so in a way that applies directly to what they are learning. Crushing up pieces of paper with questions on them and then throwing them out to students or having them fish them out of a bucket (things I've heard described as EL) are not my idea of teaching. I try to keep the projects focused. One example is when teaching students about plain bearing crankshafts I'll break them into groups and give each group a set of engine components to use. Then I have them as a team come up with the correct bearings for the motor. I also have them calculate the cost to a customer to give them an idea of how expensive this type of repair can be. They seem to enjoy it and the cost factor adds an other dimension to the exercise.
Tim:
You are obviously my kind of teacher! I share your love for this type of learning and believe that real retention occurs when the student is actively engaged. I like your EL - could also stand for Experiential Learning, although that's not as fun as your term!
Lou Russell
