I try to identify my adult learners "learning styles" to teach them more effectively in their own way. I develop different lecture styles, assignments, and exams to meet different needs. Some people need more visuals, some more audio, some more hands on, some like music, some need charts, some are more artistic, so I try to mix it up; even though the subject and material content is the same.
Hi Mazzy!
I like your observation.
What feedback will students provide and what are some examples of the adjustments you have made?
Keep up the good work!
Jane Davis
ED106 Facilitator
Communication starts with having a clear and defined understanding of who your students are and what their needs are. Class communication will also ultimately go through a process of adjusting your communication patterns based on the feedback that your students provide you and from there,adjusting your communication style to meet their needs.
One tip that I picked up recently is this: when giving specific instructions to students (for activities, group work etc.), make that the only thing you are doing. This is one instance where you should not be moving around the room or multi-tasking. They'll focus on you and retain the instructions more effectively.
I believe that it is important to emphasize what students will be learning each day and then reiterate what they learned that day before they leave. I also do this at the beginning of the initial class and at the final class as I do not want students to only be focused on GPA, but rather what they learned throughout my class.
Steve,
Thanks for the tip!I will have to use this the next time I am doing something that is both a lecture and practical application! I also like the point that you bring your hands away from the work to refocus their attention.
I appreciate the various suggestions for stressing an important point, such as "This point is so important you should engrave it on a plaque." That was a great example of using metaphors as well. I'm also glad of the reminder not to use those sayings too often; I do think I may be guilty of that because I teach accelerated courses and it seems (to me at least) that so much of what I say is "a really important point."
What a great approach Stephen!
I do think that we often over stimulate our students and; therefore, prevent learning.
Good job!
Jane Davis
ED106 Facilitator
