learning preferences
I too have a hard time teaching to the different styles some times I think the learners change the way they like to get the information For example I had a student tell me he had no idea of how we came to a certain conclusion. I went through the same process twice before and the student was successful. this time he bomded my test. I first lectured and explained what I needed for an out come asked question to make sure every one understood. I demostrated the proceedure then the students did the procedure 1 week later the students had to do the same procedure again and was unable to perform the task successfully. All in all the student observed the task once by me three times in his lab group over three days and four days later it was all foreign to the student I need to add one more thing the students had to write down the procedure . SO they listened to lecture wrote down the procedure watched a demo by myself then by their lab parterns and themselves. Needless to say I was dumpfounded. I was positive I covered every base.
Agreed. The hands - on experience has to take place shortly after the lesson or the value of the lesson can be lost.
Hi Peter,
I do to. The process of internalizing the new content is reinforced through the application and that greatly increased the retention factor.
Gary
I find that students understand the content more after i have gave a hands on demo.
Hi Kim,
Right you are about need to expand our delivery to include more of the learning preference areas. What are some methods that you use to do such? Thanks for any tips you can share with us.
Gary
SOMETIMES NOT UNDERSTANDING THE MULTIPLE LEARNING LEVELS ALLOWS US TO NOT REACH THE FULL AMOUNT OF LEARNIG ABILITY OF OUR STUDENTS BECAUSE WE DONT TAP[ ALL OF THIER RESOURCES
All students have different ways in which they would like to learn,but in a class of several, you can't just single one type out. There isn't a lot of time, so making a combination of learning styles works well for me. Foe example, I start with handouts, then we go over the handouts, then I lecture again on the handouts,and finally, when applicable, an interesting movie is shown to bring it all together.If no movie applies to what we have learned, they have workbooks that they are to do, and then we go over those in class as a whole to tie it all together.
Agree with you or some only believe by experience it , it's sad, usually prevention avoid catastrophy and some like to learn the hard way.
I have had similar results on some things I teach in class(cam degree for example).When this subject is outlined,we do a demonstration,provide step by step notes,perform one on one instruction with the students,and allow 2 extra days for the students to master the task using a training aids in class.When it is time to test about 50% still struggle with it.Not sure what else to do to make sure they get it
Hi Charles,
You make a good point about working with certain students that want to blame shift to anyone but themselves. You are doing a good job of trying to engage them. I know I am always disappointed when I can get a student to see the value of coming to school and helping create a future. I do my best and then I concentrate on the ways I can help them and I know I am doing all that I can so if they chose to not be successful that is their choice.
Gary
I have seen that some students get distracted from time to time or home sick if you will.
and it does not matter if you have had that student before there is not much you can do. I also have noticed this more so during Christmas Holidays. I can only say that with the students they seem to want to blame the instructor rather than themselves. I have even tryed one on one with them are gotten other instructors to try and help them but the biggist thing to do is find out what is going on in thier life at that time. then you may be able to find a way to get them to understand the instruction that is being given.
Hi Raymond,
I understand your comment. My students often have the same problem this is why I use repetition as one of my main teaching tools. I have students role play, make posters, recite out loud and the apply the information I have given them. These multiple repetition methods really do work because we get the message branded into their brain.
Gary
I really think that some students, flip flop,and develop for some unknown reason a type of amnesia. the only solution I have found that seems to be somewhat productive in repeat, repeat and repeat again. keep the lesson or concept in front of the student until they obviousely accept and understand. at times I have different types work together to acheive a concensus.
Hi Laurie,
I give my students a general information sheet to fill out at the first class meeting. They fill it out right at the beginning of the class while they are getting settled, I am walking around and greeting them. I have had excellent results with them completing the entire form rather quickly. I also walk around the class collecting the sheets from them directly. This puts a bit of pressure on them because they will see that I see they have or have not completed the form. They don't put their names on the sheets but my physical presence at their desk is enough to get them to provide the needed information.
Before I give them the sheets to fill out I tell them the reasons for the needed information and how I am going to use it. This also helps with them completing the form. Just some ideas that may help you to get better responses.
Gary
When I first began teaching, I gave each student a learning preference "test" or evaluation. I was very interested in creating lectures that were helpful to different learning styles. Because the evaluation wasn't for a grade, VERY few students even returned it. I was disappointed that my interest in their particular learning preferences was stronger than their OWN interest. I would be interested to know other ways to get students in tune with their personal preferences.
We conduct a learning styles inventory in our College Success class during the first term that students attend our school. Now I realize the importance for students to remain aware of their preferences, and that instructors of other classes should ask the students what their results were. This way we can all benefit from the information that will assist the students in processing information.
Hi Kyley,
This is a good observation. I have found this to be true in my teaching as well. When students teach some segment of the content they really become immersed in the material as well as storing more of it in their working memory. Also, knowing they are going to present helps to increase their motivation level toward the course.
Gary
I have found that many students benefit from teaching the material to others. This might be a variation on what you're saying Charles. I think that when you actually have to formulate what you learned into a complete and understandable English sentence, something in your brain just sort of clicks into place.
My experiences as a student and as an instructor have revealed a variation of the auditory learner. This student receives part of what he/she hears during a lecture or audio-visual presentation, but only truly hears, receives, and retains that which the student him/herself speaks aloud during a well directed conversation or during self-imposed reading aloud to oneself the class notes and assignments. I recommend this practice to my students and utilize it regularly myself. I know several public speakers who prepare for their presentations this way.
I agree it is important to combine students in learning groups in a way that mixes together different types of leaners and different types of intelligence. They learn a great deal from each other and often feel a greater sense of accomplishment when asked to contribute in a way they feel accomplished in.
