One way that I try and make content and delivery relevant is by bringing in speakers. It is one thing to here it from your instructor saying here is my example.... But to bring others in or to visit places where the content is applicable brings content and delivery full circle.
Hi Susie,
I like this approach a lot. This is a great way for them to express their desired outcomes while developing an understanding of how they can be successful in the culinary arts field.
Gary
I always ask students to write a short paper on what their goals are for their career path. I teach in a culinary school so I also ask them how they got interested in cooking. I give them these papers back at the end of the class and ask them to refer to them occasionaly to stay on track of their goals. This also gives me a tool to personalize instruction. When I know their interest is in a specific area I can talk to them about how a particular dish may be done differently according to the style of business.
Hi Lina,
Yes, adult learners are goal oriented. This gives us great opportunity to engage them in the learning process while helping them to make progress toward their career goals.
Gary
Discussing real life situations to students and how they will apply the topic of discussion.
I use my 30 plus years of computer programming experience to give my students real world examples of the everyday problems and solutions that I come across during the work day. I find that this helps my students immensely since they can see the application of text book examples to real world solutions. It also shows them what they can expect when they enter the work force using the skills they have acquired while in school.
In teaching Business classes, there are many content areas that apply to student's lives. I teach evening classes and many of my students have jobs. They are able to apply concepts in their work environment, whether they have a managerial role or not.
The students are able to take concepts and discuss how it works or does not work in their environment and what can be done better to improve the environment. The students are also able to transfer knowledge into their jobs to make themselves a better employee and to see the totality of the work environment through other viewpoints.
Adult learners are goal-oriented. They're in a program because they're going for a definite career path, therefore, all instruction must be relevant to those goals. The subject matter must be customized so that they see the benefits of it in their future careers. Practical applications can be called for when teaching theoretical concepts. One very interactive method is allowing them to find their own concept of relating the material to real life situations with the instructor validating teir work with actual experience.
At times, our class content can be applied in a number of ways, depending on the specialized career path chosen. Knowing the students plan can help me tailor specific hands-on examples to that plan.
A simulation could be helpful in demonstrating relevance. A guest speaker can present herself as a potential client and can address the class regarding a certain product or service she needs. The students can use what they've learned to generate ideas, timeline, budget, etc. as they would if a genuine potential client approached them.
Hi David,
You make a number of very good points about how to offer variety in your instructional delivery. The more variety the higher the engagement level is going to be. Keep up the good work.
Gary
Hi Herve,
Good approach. This is making a real connection to the world they will soon be entering. The more they can see relevancy and application the easier their transition will be to their profession.
Gary
Their needs and expectations should be the basis of your very syllabus or at least the focus of your daily lesson plans as it will serve as a primary motivator. By evaluating the pretest, you can hone the course to reflect the individuals within your class. Perhaps adding a questionaire to the pretest that gathers additional information re: desires and expectations would be wise? In a career college I'm generally blessed with an ease at tying the current study to the long-term goals of my students and having that background allows the use of specific examples.
But I am tempted by the discussion in role-playing, I mean, who hasn't been involved with helathcare to some level...
i just took a group of 30 culinary arts students to a charity event to prep/cook/serve, that was very eye opening to them to see how things get executed on a large scale and see applications of many recipe and techniques that they had done in the classroom before.
Hi Jon-Paul,
Right you are. We need to always keep the words, application and relevancy in our minds as we develop our lesson plans and select content.
Gary
With online classes content is pretty fixed though I do conduct 2 Live sessions each week. During those sessions I ask questions to get students involved. I will cover a topic in a generic manner and then ask them to apply the information from the case study.
With career colege students, there is an expectation that what they learn will have a direct ipmact on their ability to succeed in their chosen field, if the information becomes too esoteric and cannot be readily connected to the students desired outcomes, then the student will disconect.
Hi Kenneth,
Thanks for sharing this strategy and example. Having a student in class that was involved in the case had to make that discussion come alive to the benefit of everyone.
Gary
One of the key areas it to maintain currency and credibility in the subject matter you are teaching.
Occasionally this is provided by a student in the class.
Recently I was giving an example of a historical case study and one of the students in the class stated he was there. Using the experience of a participant added greatly to the class and the lesson learning objectives.
Hi Ellory,
Great approach! You are really helping your students to see the connection between your course and their career choices. This is what they need to see when they are taking courses that they can't see the direct application for.
Gary
