Plans should start from two points, in my opinion. Where do you want to end up and where are you starting? To that end understanding at what point (maturity, experience, age, etc.)everyone is starting from will greatly help plan instruction. In other words, at what point are students starting and where is their academic destination?
Understanding learning characteristics helps to plan for different lecture styles, learning tools and discussion topics in class. It helps me to understand my students and plan for how to gear my lectures to better reach them.
By understanding different learning styles and the characteristics that different students bring to the classroom, it is very helpful to the instructor when planning their course content. You can use different methods of teaching to appeal to the class as a whole and keep interest. Also, the insight to how people might think and feel is very helpful when encountering problems and/or preventing issues. Seeing the students as a mixture of experience and knowledge can help you tailor your class to accommodate more than just a few.
By understanding the learner needs as well as their characteristics helps the instructor to plan out an effect way to instruct the class. There is a great deal of differences in how to "teach" students who are working and have more life skills than those who are straight out of high school. I have noticed that my working students (notice I did not say "older" since many of my students are in their eary 20's but have been working for a good while) are more discplined and question more of what is being taught. My "high-schoolers" are still in grade school mode and just go with the flow.
Hi Ty,
Not exactly clear on the question you are asking. If you can give me some additional information I will be glad to try and give you some input.
Gary
Great points. How do you separate the needs of those students usingh the curriculum?
It helps you see what areas of the curriculum might need greater emphasis. For example, sudents who have issues with math may need more time on recipe costing, or students who have grammar and spelling issues may need more emphasis on the steps to completing a writing assignment.
This is a great way not only to challenge your students, but yourself as well. As educators we are responsible for helping as many students as we can and for me this is one of the greatest tools in my arsenal.
Hi Christine,
Stopping and doing a quick check with the students not only lets you know where they are at, it also lets them catch their breath and let their brains rest a bit, then they are ready to go again.
Gary
Indeed it does. As I negotiate the understanding of the class I try to adapt the outcomes and learning proficiencies I plan into my outcomes. It also keeps me in tune to the learner attitudes and dynamics of the class, the students, and the instructor.
An understanding of the learner characteristics is much like customer service in the retail industry. When the mix of what is desired or required, then the outcomes are positive. When an understanding is lacking, there are gaps which produces an inferior outcome.
Besides knowing their names, I try to speak with each student everyday - kind of a "check in". I teach a course that has a large production component, so I can walk around and spend a little time with each person. This can be tiring, but I think it allows the student to see I care about how they are doing and how they are learning.
I try to take into account things like age, diversity, experience, expectations, etc... I also think about student's methods of learning (example - visual verses analytical). This allows me to deliver information using methods that will be easy for everyone to understand.
The first module of this course discussed stopping class to make sure things are clear to all of the students - I find myself doing that quite often.
The more we understand, the better we are able to overcome. A common cry upon the battlefield. The classroom is no different, knowing what we are up aginst allows us to plan for the successful transfer of knowledge (winning in the face of battle). With multiple learners in each class, we have multiple battles to overcome with the only common dimension is us as instructors. We must become the battleground leader and understand what we are up aginst each and every day in the classroom.
How true. I also find that if we do not address their challenges, the discontent can be spread to other students who do not face the same challenges.
I need to understand many aspects of my students to effectively teach them. If they have frustrations that they feel are not being addressed, their rate of learning will slow down and they will become disenchanted with the school
By understanding your audience you teach and adapt the lessons to the audience. Constantly looking for feedback or non verbal cues to check that they are soaking in the information from your students. What you planned may not work and you will need to adapt very quickly and adjust your teaching style.
If I can understand what 'learner characteristics' my students have, I can plan more specific lectures, demos, and learning activities that may help with their comprehension of the subject. Also, I can hopefully motivate them by giving them encouragement on the tasks they suceed at and help them where they may have difficulties.
There are so many variables involved in student learning. They come from such varied backgrounds, and are in all different stages in their lives. Some may have disabilities, while some may have a fear of college. They may have support systems, and they may not. It is up to us to be their support system, and to plan instruction accordingly. Once we know more about our students, we can fine tune our lesson plans, like a mechanic, in order to better meet the intrinsic and extrinsic needs of our students.
It helps to focus the learning objectives in a certain way.
