We do take he students to community children centers and senior centers to incorporate learning in the nursing program I am in.
Mariann U
I like the idea of students going out in the neighborhood and applying their skills to the community, such as a food bank they could make soup etc.
I really like the way you incorporate the other important individuals that your students will be working with in the field. There is so much to learn about how a team works together to succeed, and understanding that each person is there for a reason and for their own expertise is vital to learn early on.
I agree wholeheartedly. For the courses that seem less relevant to the nursing students in the clinical setting I supplement by reviewing my life experiences with the students. I also have them shadow differeent departments such as PT, OT, social workers, doctors other nurses, wound care specialist, and pain clinic specialist. This helps students understand that we work with a team of people and most complement each other and assist each other.
Mariann U
I find that handing out lesson outlines help some students. Others need a visual such as PowerPoint presentations. Additionally, I encourage students to work together to take "educated guesses" about what a topic deals with.
When I read "What is relevant? Student perceptions of relevance strategies in college classrooms" (Muddiman and Frymier, 2009) for a graduate class, I really began to understand why the experience that instructors bring to a class is so very important to student motivation. Adult learners have moved past learning because they have to - they will indiviudally decide whether the class content will help them to achieve their goals or not. For the courses that seem less relevant, I try to make a point of using examples from past and present real-world projects I am doing as a professional for explanation. It helps to make the importance of "why" students should learn content become just as significant as the "what".
I break down information into reasoable chunks so students can grasp content. give them an outline of ther skills they need to complete by the end of the term and the strategies for reaching them. I then explain how the information given will transfer over to them becoming successful nurses and working in the clinical settings in their future.
Mariann U
In the grant writing class, I allow students to pick a community non-profit organization that they would like to represent and write a grant for. As a result, the students will pick an organization that they have a interest or passion. In one class, there was minister who wanted to get a grant for an after-school, life skills program. His small group wanted to support him and they worked hard on the grant. The students said they never worked so hard in the course but now they want to write a grant for their community.
Use of the autopsy lab and forensic detail information database is the best as a relevant link in providing each student with a total immersion of tactical knowledge
My course is in a graphic design program. It is useful to create projects that require production of everyday advertisements in media relevant to the student: ie invitations, posters, magazine ads.
Adult learners seem to be coming from a much different frame of mind as an academic participant compared to younger learners (in my general opinion). There seems to be much greater value upon their trust and confidence toward an instructor etc.
Hi Jeanette,
Do an analysis of the key concepts of your class. Then develop questions that ask students to apply previous knowledge in different situations.
Ask students to define key words used in the field is another way to get a baseline fix.
Give them case studies or problem solving situations and see what solutions they come up with. I use this method frequently and from their responses I get a very clear picture of where they are in terms of knowledge application.
Gary
The suggestion of giving students a case study from real life to solve is a great one. by examining the ramifications of any decision they make to solve the case, they can understand that the first solution may not be the best one. Unintended consequences may arise from a quick solution to a problem, and other people can be affected by the solution.
An adult learners needs can be a basis fort a relevant isntruction if the materila that is utilzed fulfills a need inthe individuals life. That is to state if the studnet is able to see the value of the material and how it will help them to develop in their career.
The material can be made revelant to students through real life examples of cases in the field. Also by asking the studnet how they would handle specif situations and then working through the logic of the respnse with the individual. Upn investigating the decisons taken the individual would be able to see whether they have learned the material. The sudents needs to be driven to understand and apply the material through their own evaluation so they will actually learn or have the material stick.
Identifying student expectations early in the term is necessary to gauge the material we teach. On the first day of class, I ask students to identify their expectations and what they hope to get out of the class. By writing down their expectations, students have a physical reminder of what they are trying to achieve, and I look at their expectations when I plan a lesson to be sure I'm catering to their needs.
Learning from your instruction of the expectations students have for career college programs enables one to target the market and support the needs.
You stated students hope for success. As an instructor one must provide a tangible framework to see the progression. A quiz or exam provides that. As a result of your instruction we have developed pretests for our courses. We plan to use these as tools for students to evaluate for themselves how much they have learned.
We have been using many of the ideas you defined in your course as ways to build upon student expectations for success, a defined curriculum and a prepared facilitator. We did not have a title for the strategies. Thank you.
I find that doing a basic survey at the beginning of the course to find out more about the students and then using that information to begin discussions that incorporate their experiences into the course content.
Offer stories from my own professional life that illustrate the importance of the subject. This is especially successful when I can tell them how NOT knowing a subject thoroughly has been stressful for me. That has renewed my own dedication to mastering fundamental skills.
I can explain how the basic foundations can be used to build toward the project that the student wants to create.
I would love some ideas of how to create a pretest to check baseline learning. In some of my classes, I know most of the students and what their skills are. However, at the upper levels, it sometimes surprises me that they are not completely prepared, or that they have forgotten important material from beginning classes.
What are some tips for creating a baseline assessment in an applied skills class?
I agree! It makes them feel like you really see them, and know who they are. I am surprised by the number of teachers who never learn the students' names.
Overall, making each student feel acknowledged in the classroom and important to the success in the class, will motivate them to be in the class and to do their best work.
Asking them how they are doing when you see them in the halls between classes is another way of making them know you see them as a person.
