While the instructional planning process is fairly consistent it does pay to take learner characteristics into account. Over the last 18 years I have learned that it pays to lecture for no more than 30 to 45 minutes before taking a break or playing a "game". It pays to use a Power Point and handouts for the many visual learners in the room. It pays to do your best to never answer a question without first giving the students opportunity to answer it themselves (get them involved). Finally, it pays to know what "drives" the students and to address those "drives" in the classrooms.
I also make it a priority to know all of my students names as soon as possible. Once I can call on them all by name, I can start to determine the different learning styles of all of my students. I use this information as a basis on how I not only teach my whole class, but also how I teach these students on an individual basis.
An understanding of learner characteristics is used to address the individual learning styles of students. A common framework of lecture, laboratory and guided instruction is used in many classes, matched to the students' learning style and needs. Slides are used to satisfy the needs of the visual learner, lecture and audio visual presentations are used for the auditory learner and hands on laboratories are used for the kinesthetic learner.
Vocational instruction tends to use a more hands on approach than a university. The traditional university education may stress theory, investigation of theory and writing. The vocational environment, which I am a part of, stresses practical application and tends to lean towards the differentiated learning model. We are very flexible in the way we present material and adapt our teaching style to the needs of the individual class and the student.
Each class I have taught had its own unique personality. Some of my classes required more attention to the theory and the explanation behind a task where other classes could care less about theory and just jumped in to a tactile task. An example is having a class design a game interface. Some classes would design an interface based on what made them feel comfortable while another class wanted to know the theory of what makes people comfortable with the interface. These are two different design strategies that required two different methods of instruction and execution. Neither design method is wrong but each class requires a different teaching model. The first class requires theory and execution of the theory and the second class requires a guided hands on approach to arrive at the same objective. It all starts with understanding the needs of the individual learner.
Since each person has their own learning style it is important to know different styles of teaching so that you can reach each student to assist in their learning. Since you develop a syllabus before you know your students it is important to have a variety of learning methods included so that at some point all students are comfortable in the process. Once I determine the makeup of the class I try to use teaching methods geared toward the majority of the group but still occassionally use other methods to make sure I don't leave anyone out. Can be tricky but I have found that it works.
I meet and greet my students at the door of class everyday, and always offer and opportunity to discuss class activities. Student young & older love to share whats going on in their lives. At the begining of class I give student the opportunity to share their interests. It seems to settle things down in the class.
All students are different. Finding about their learning characteristics helps me as an instructor to tailor my lectures and activities related to the class. I think it is important to take these characteristics into account. Class will run better, more efficient and eveyone will benefit in the long run.
Amalia Foster
Hi Ben,
I commend you for your skill as a "quick" reader of students. As you mention this is hard when you have students for just three weeks. This means you have to get the students settled into the course fast so they can see and respond to the content that is coming their way. Sounds like you are doing a good job of meeting their individual learning preferences.
Gary
It helps to know why my students have come to the school and what their goals are so that I can plan my instruction to achieve their goals as well.
I do think that understanding learner characteristics,is crucial, due to the fact that most students are being influenced by their peer groups, and the enviroment that we provide needs to be as free from care ass possible as to keep them focused only on the task at hand. Obviously the longer amount of time you have with those students, the more able we should be to find and meet those needs,,,I am in programming that onnly levaves me exposed to these students for a three week rotation..So learning their diversities and needs must happen an a very rapid scale...I rely heavily on being able to read people fairly accurately to help me quicken that process,,I still investigate to see if I am correct ,so not to be treating a student for the wrong conditions...
by understanding the different learner characteristics an instructor can addapt his/her learning style to better address a possible broad base of learning needs in classroom
Each student is an individual-has unique characteristics that you have to take into consideration when you are teaching. An instructor can't assume everyone learns in the same way-for example, an older student may not be as technologica "savvy" as a younger student is.
Thank you for your comment.
Isn't teaching one of the most rewarding professions!
Hi Tom,
Great philosophy on teaching. Thanks for sharing it with us. You are a very student centered instructor and I know your students benefit greatly as a result of your efforts.
Gary
The work and social world outside of the academic setting is diverse, some with disabilities, different backgrounds and different ages.
I finding encouraging students to interact with others in the class helps them to feel more comfortable with each other outside of class. We as teachers can really help a withdrawn student to feel more at ease and fill he/she fits in with the class but it is ok to be different. I feel I have a responsibility to my academic discipline, my students, my school and our society to help students continue to do their best for themselves and for others.
Understanding of learner characteristics help in the instructional planning process because the student population is diverse this allow me to cater to the individual needs of each student
Hi Patrice,
Good points about knowing as much as you can about the students. Students today like to have instruction personalized and customized, additional knowledge about them and their learning preferences helps to do that.
Gary
It is helpful to know the educational history, age, and career goals of one's students. Such knowledge will enable the professor to personalize instruction, meet particular learning needs, chunk information to increase retention and success, as well as demonstrate a sincere care for each students learning gains and success in the course. Giving attention to learner chracteristics will also help the professor to vary course presentations based on individual student's learning styles whether visual, auditory, tactile, etc.
It allows you to mold your lesson plan around the students needs, giving them a better understanding of the subject matter.
If you know where the student is going you can hjelp them get there
If an instructor can understand the characteristics of students in the course, they can plan better for the correct instructional approach and/or content delivery method. All students have strengths and weaknesses as learners. It is important that an instructor can recognize students’ learning strengths and attempt to match learning experiences that allow them to use their strengths to overcome or allow for their learning weaknesses. For example, a student who is strong visually but not a strong auditory learner would learn better if visual aids and examples were used in conjunction with a traditional lecture-style content delivery method.
