Understanding students' learning benefits me because I teach students that are very diverse in age and culture. Understanding how the brain functions helps me, for example, when teaching blood pressure measurement. Some students understand by explanation of the steps and then applying the steps. Other students do not get it until I show them step by step how to perform the skill. Still others only get it after watching a video of the procedure.
Understanding the basics of learning can benefit the instructor by tailoring the content to the learners' preferences.
Changing instruction to a more visual delivery may be a way to adapt to how the brain functions from one learner to the next, as an example.
Understanding the basics of learning can help me provide my students with a teaching methodology that will assist them in grasping the material presented.
When presenting french culinary words and terminology, I can, and do, engage the students to form assosiations with the new material for better recall and association.
Gary,
I like the way you build on both memory areas. You are going to get increased retention and application of content as a result of this approach.
Gary
Dr. Gary Meers
Hello, Dr. Meers.
We could combine a semantic memory skill, such as list making or organization, with a piece of new (episodic)knowledge (example: having just viewed a good demonstration)to prepare the learner for student production. In this way we would build an important new piece of working knowledge. This positive experience will encourage and gratify students, drawing them back to class.-- Gary O. Ackerman
Everyone when they receive new information runs that information through a series of filters to determine of what value it is to them. Once the filtering process is completed then the information is forgotten or stored for later use. Knowing this combined with what I learned about ages that the different stages we have more brain development, will help me to understand a lot about how my students are learning and sorting through the information.
understanding basic learning gives reasons learning works, such as, roasting is a list of tasks to achieve a desired result, but the goal is different based on the ingredient, meat and vegetables have diferent flavors when roasted. so a concrete examlpe would be required to demonstrate this fact, simply describing it would not be sufficient.
Because students have different ways of learning,I try to present materials in a variety of formats - from lectures, demonstrations, labs, etc. By having the information presented in various formats, the individual student will be able to apply what they have learned from one of the formats to specific projects.
I teach at a trade school which means most of the students are hands on learners. I do demos and labs at the same time as the power point.
Some students seem to learn well as a group and some don't. With the ones that don't I will give them a little more one on one time to help them find out what works best for them as far as learning goes.
Gaylene,
I use icebreakers in my classes for the same reasons. They really help to get my students settled into the course and ready for what is going to occur in the coming sessions. Plus, we have some fun and laughs as we get to know each other. I am sure this has been your experience as well.
Gary
Dr. Gary Meers
To assist me in understanding the past experiences of my students, I will incorporate an ice breaker at the beginning of the course.
Ramon,
I like the way you are approaching the value aspect of learning the technical components of the field. By helping them associate each word with application you are giving them the gift of understanding and connection. You are right on with your comment about them being able to understand the need for learning such concepts once they see the ROI of them.
Gary
Dr. Gary Meers
Keelan,
Right you are. This is a way to target your instruction to ensure that the students are receiving the content they are going to need to be successful in their career area.
Gary
Dr. Gary Meers
Shellie,
Good planning and great way to put the course together for the students. They get to see how the will benefit from acquiring the content while being given the steps that the course will progress through.
Gary
Dr. Gary Meers
I teach Graphic Design and Photography, where this once was the domain of free thinkers and experimenters now referred to as creative’s, both have become very technical in application as the knowledge of computer software and hardware are a necessary skill in today’s job market. There are some things which can be learned then put on a card for retrieval should one need that knowledge again while other things need to become a part of the artist psyche in order for them to perform their daily tasks efficiently without frustration. I as an instructor have to develop in them that understanding of what they need to know like the back of their hand vs. what they need to know or at least know where to find the answers should it come up again. The question often comes up, “why do I need to know all of this stuff †, the answer is because it is what all of the professionals in the field expect you to know if they are going to hire you. Only after giving an assignment which demonstrates how much easier it is to do their job if they commit certain elements to long term memory rather than living in the glossary section of their books do some students understand the need for the learning.
by understanding what areas students needs te most work on in my field lets me know which approach to take to help my students out
Greater Cognitive Engagement
I start my courses by clearly stating the Course Terminal Objectives to the students. Then allow time for comprehensive question and answers regarding the objectives. Also, by introducing an outline of the course assignments - students have a "heads up" on the investment they will be making in their personal learning development as well as the level of participation that will be required.
If I develop my course following Gagne’s nine conditions for learning, I can be sure that I have provided a format that will facilitate my student's transition through four phases of learning identified in Gagne’s research.
Dana,
Yes, you do and that I think is one of the great things about being an instructor. We get to use our creativity to meet the needs of our students and help them achieve their career goals.
Gary
Dr. Gary Meers
Even adapting to a students needs you have to adapt new ideals everyday.
