Hi Nancy!
I totally agree that people have to be able to relate information to their personal life experiences. When they can't, learning just becomes a memorization process - not real learning!
Good job!
Jane Davis
ED106 Facilitator
I have found if you use real life examples, students perceive you as being human, just like them. That is, one with faults and what can actually happen in the 'real world.'
The use of examples not only hits home the point, but also gives the students real world examples of why this point is important to them.
They are more likely to be "struck" by it, and mull over it. As they mull over it, or think about it later, the repitition will help them retain the information.
Also, if they can relate it to their lives, they can connect it to other knowledge or experiences and find a place for it.
Because it gives them a relationship to the course content. They can see the relevance of knowing it and being able to apply the content to real-life.
Hi Melissa!
What a great story! The more real life instructors can make education, the more students learn. Education is ultimately application to real life.
Keep up the good work!
Jane Davis
ED106 Facilitator
I feel students learn course content if you can make it relate to their lives. As I teach in Oral Communication, use the familiar to explain the unfamiliar.
Everybody wants to relate to something! I had an anatomy and physiology teacher that had the greatest analogies. I would come in having no idea what the material was about even though I read it, and she would tell stories that brought the concepts to life! I never missed a class and could see lightbulbs going on over students heads daily! She was the best instructor I ever had! Now that I am an instructor, I try to use visual or experiential examples to help students grasp concepts and Im getting to see more lightbulbs go on!
In my line of teaching I am fortunate that I have many times in which I can interject memorable examples. I do anyway, but never realized how much impact it had until recently one of my past students contacted me and mentioned a story I used to explain a technique. It solidified, in his mind, the idea and years later he still remembered.
I always share a real life experience, good or bad, explain the event in relation to what I am teaching. Students always remember my stories & the material
Hi Brandon!
Very well put and I couldn't agree more. Just the diversity alone makes using life examples a challenge.
Keep up the good work!
Jane Davis
ED106 Facilitator
I like your point here Joseph. The Adult Learning Model/Theory emphasizes student involvement, even responsibility, in the general learning process for all. The real art though is being able to engage a wide variety of students as individuals, w/ individual experiences and backgrounds, and effectively draw out their example(s) - - ensuring as the instructor that the connection is made between any individual student's example, and the point you're addressing, thereby making it applicable to the general group.
I have found when I use memorable moments when lecturing it makes the discussion more intersting to the student and also makes it more relatable. By giving them something may have experienced or can relate to may help them later on when they experience what was learned. Also trying to have something hands on, or acting out the scenerio can help the student remember the discussion as well.
I agree - it is essential for the students to hear real life examples of what they are being taught so that the information hits home.
Memorable examples let the student know that you are real, Human. As instructors We always seem to be above human to some students. Sharing stories and memorable experiences give realness to the topic and sometimes makes it easier for the students to relate to and learn.
I'm a goof and will tell outrageous stories to get a point across. Especially in a review class. It helps to create laughter and ease tension when foreign concepts have been introduced. Students will often remember those stories above the deep lectures.
Greetings Michael!
Sounds like you have an interesting classroom environment and a thoughtful approach to education.
Keep up the good work!
Jane Davis
ED106 Facilitator
Hi Robert!
I am not in your industry - but shouldn't students recognize that things can go wrong and that the important part is that you don't repeat the disaster - if possible. I think this is informaiton which I believe to be different than any type of reenforcement! What do you think?
After all, goof-ups ARE part of the real world.
Thanks for your input and keep up the good work!
Jane Davis
ED106 Facilitator
I believe that it was Einstein that said, "Example is not 'a' way to teach. It is the 'only' way to teach. I find this to be very true. If you are able to identify those things in a student's life that he/she can relate to, you can use it to create examples pertaining to the course content.
For example, I was discussing leadership and the different types of leaders. We used the students' real-life athletic team members as examples of those leader types on their teams. It worked out well.
Using both memorable and job related experiences that were valuable to both the indivivual student, and an instructor, allows the student to see that the concept to be learned is within reach. They can see that the process can be applied and completed with ease, in a job related manner. It could also be used to show how not to proceed in a manner that could be harmful to the end result. A memorable experience that went totally wrong should never be repeated! In my industry of the culinary arts, it always good to use positive reinforcement when discussing memorable examples of dinners and affairs that that went great, and will never be forgotten by either you or your formal guests.
Sincere thanks,
Bobby Falite
