Competency based education
Even though I enjoy the classroom the skiils that I teach are based on actualy being able to perform to certain standards. I enjoy the hands on as do most of the students. It is up to them to figure out the best way for them to learn and apply the process. That is what makes it such a challenge. You have to identify what works for each student.
Joseph ,
Focus on the course objectives and the student outcomes first. If these are achieved "covering" material is secondary.
Ron Hansen, Ed. D.
As an allied health instructor, most of my competencies are set by the accrediting board and broken down into Blooms Taxonomy. Where I struggle is making sure the students can do the psychomotor in various environments. I have used randomly picked skill assessments with multiple a variety of assessors, but when the class is 25+ students and we have a limited time frame, it becomes a challenge to also teach them all the content they are suppose to learn in the class.
By passing parts around the classroom, the student becomes familiar with the specific parts they will be disassembling/assembling from other larger systems. It also gives me the opportunity to describe and explain how they work alone and with the larger series of components. When performing the overall task, there is a higher recognition of operation as well as why.
Steve,
How does the passing around of parts help prepare the students for performing the tasks?
Ron Hansen, Ed. D.
In the classroom, we talk about the components and how they relate to one another, pass parts around and sometimes as multi-piece components they can take apart and reassemble. After discussion and examination, we go to the lab and perform the actual task in groups. The task is demonstrated and then observed as students repeat the task.
Joseph,
Take a look at how your group activities are set up. If you have used groups for any length of time you probably have some idea on what is working and what is not working. Then do more of the former. Let the students lead. Assign groups to present a lesson based on the information you provide or you ask them to research.
Ron Hansen, Ed. D.
I know I try to break them into groups
then watch the groups but its hard to teach large classes mine are 25 to 40 students
Jeffrey,
In what ways are you combining lecture and labs?
Ron Hansen, Ed. D.
I find by combining class lecture and lab tasks while lecturing I get a more organized lab and better class involvement during lecture.
When you have 30 students, you must find a common area for all to catch and learn. Mass understanding is a area hard to understand and even harder to teach.
James,
Yes, as you help the student to identify what works best for them you help them to figure out the best way for them to learn.
Ron Hansen, Ed. D.
I'm in total agreement. Identifying each students needs is key.
