Hi Robert,
You make a good point about offering different activities in the course to appeal to the different student learning preferences. They don't have to be really big things just little changes of pace, or quick activities that help the students to reset their brains and engage their interest which will enable you to continue making progress in the course.
Gary
Gary, sometimes students do not want to work together, but I require them to and I also reassign teams and groups to rotate people so they get to know everyone in the class and can get out of their comfort zone. Sometimes, we need to challenge ourselves by being "uncomfortable."
If the instructor knows the types of learners he/she has in the class, he/she is better able to design activities that best fit them. Logistics is always a problem in that it may be difficult to have various activities going on at once. Audiovisuals and demonstrations as well as lab activities help those who don't always do well in a straight lecture class.
Hi John,
Good point. The value of having different aged and experienced students in the class is that each person beings a unique perspective to the setting. By sharing backgrounds and working together respect can be developed for all those involved.
Gary
I think this issue just points out the need to be flexible and use a wide variety of learning techniques. However, somethings are different from generation to generation and we must accept these differences as well and the implications for classroom learning.
I find if I know the backround to my students and the way they learn best, that enables me to get my message across the easiest and makes it most understandable for them.
I also like to bring information to students in a couple different ways to help the information stick and also to cater to a couple different learning styles.
Gary, for me it helps to develop empathy, a knowledge of their learning styles, particular life experiences, what they like to do and how they like learn. It also helps me to have a better understanding how I can best structure the class to facilitate an optimum learning environment.
How does an understanding of learner characteristics help in the instructional planning process?
Students come to Career Colleges with different back grounds. It's important for me as a librarian to have patience as I assist in students learning processes. Some, don't know how to use the computer and so I need to explain different aspects of how the computer functions before I can help them find the resources that they need for their research projects.
Understanding learner characteristics can help immensely in the instructional planning process. We have to know how to meet individual needs as well as the needs of the entire class as a whole. Different learning styles mean we have to be flexible in our teaching styles and mold them to fit the class and the individual students. I have many students that are very outgoing but I also have some quiet ones that I need to make sure keep up and get what's going on. Sometimes the more outgoing students try to take over the class and I find it unfair to the more intrinsic students.
Careful understanding and planning can make the difference on whether or not a students wants to stay in the class and even pursue the career path they chose.
Hi Janette,
Thank you for this perspective on supporting students. The easiest thing to do is fail because right or wrong you can blame your failure on someone else. By listening and then trying to help them to become forward focused you are doing a great service to them and their future.
I will look up the 90/10 powerpoint.
Gary
Understanding learner characteristics allows the instructor to reach to student in the way most likely to enable the student to make progress in accomplishing the objectives.
I start my English composition class with a short survey. I ask them to rank themselves on their reading and writing skills and interests. I ask them to share their best and worst experiences with writing. Other questions address what they feel their strengths and weaknesses are with writing, and I also include a short optional section with personal info that they can choose to share. Those things included any nicknames, family, hometown, favorite restaurant, etc.
This is an excellent perspective. It does not take a lot of time to be sympathetic or have empathy for our students. Often it is just a matter of achknowledgement. Of course, there are always those few who will use these trials as excuses for not moving forward. I find it hard to balance between that thin line. I do a lot of self-awareness and taking responsibility for your own life speeches. There is a good powerpoint going around called The 90/10 Principle. You should check it out.
Hi Joyce,
You make a very good point about discovering the needs of students. The juggling part is always a challenge for instructors. At times it seems we are juggling chain saws and flaming torches we have so many different objects in the air as we go through our teaching day.
Gary
Hi Robert,
Good analysis of how you can plan your instruction for a number of classes. I have found the same thing in my teaching. This method also helps to reduce the amount of planning for your entire teaching load so you can concentrate on adding additional activities and other such instructional improvements.
Gary
Hi Adam,
Not really if you spend a few minutes chatting with students each day before class, during breaks, etc. You will find that you quickly can develop a bit of background and understanding about each student that will help you with your planning.
Gary
Hi Deb,
This is one of the enjoyable parts of being an instructor. You get to analyze students' needs and then be creative in coming up with solutions to their learning pathways. Understanding your students lets you customize instruction for an entire class.
Gary
Hi Ken,
Thank you for this excellent list. You have a deep and experienced perspective on why instructors need to learn about their students. I can see from the list that you have worked with many different types of students and have a wide variety of techniques you can use to meet their individual needs.
Gary
I often find myself becoming a student's best cheerleader. I have had students tell me returning to school is their dream but due to frustrations, felt maybe they should just drop out. I've had students say their significant other is not supportive. I've had students with swine flu, accidents, family emergencies, miscarriages, divorce, on and on. Sometimes they just want someone to hear them but I feel it to be very important to sympathize then encourage. If this is your dream, if you need a new job, you must persevere. I find myself relating a lot of their struggles to my own life. While they may feel I have not encountered similar circumstances, and in some situations I have not, I can relate on some level or aspect of my own life. Usually, just that connection will keep them going.
