Understanding and appreciating diversity, students frustrations, student fears, etc. allows me to be a better facilitator and helps me introduce topics that will cajole students to participate in a truly open discussion where all students openly share their ideas.
Most of the classes I teach have multiple ways to accomplish the instruction, and I incorporate some of just about every way, and end up spending more time on what is the most productive for those having a tougher time grasping the concepts.
For example, I'll start by describing what we're going to go over today. The lecture will incorporate the whiteboard and notes I prepared ahead of time. Some of the older students prefer to take copious notes. Questions from students get answered either verbally or on the whiteboard as well. I may have some sort of video presentation of the subject matter. Usually, there is also some hands-on work to do, and that is when I can accomplish a more in-depth check on each student. They are usually upfront in detailing how they learn best and what they didn't understand so far.
My answer to the question is that understanding the characteristics of the learner helps me to present material in ways that the students find productive, and not lose their interest by boring them.
How does an understanding of learner characteristics help in the instructional planning process?
I think it helps in many ways. One example is in student contributions for the class. When I am presenting a topic, I especially aim to incorporate my students into the discussion because of their rich experiences and how those can add to the learning environment we are trying to create. While I strive to know as much as possible about my field, I do not have life experience for every possibility--by incorporating the experience of the adult learner in my class presentations...discussion forums...etc. each student receives encouragement both by sharing with other and by learning from their classmates.
Understanding the learner characteristics will help me to adjust lectures and class activities that better fit my students needs.
Hi Matthew,
Each student is unique but they are part of a total learning group so your point about bringing the all along in the course is a good one. Everyone is not going to acquire all of the competencies but they do have to acquire the basic competencies if they are going to be successful in the work world. Good job with planning how this can be done.
Gary
Clearly, with the economy in turmoil, and unemployment around 10%, more non-traditional students are entering our schools. Their fears, for many, have already been experienced through the loss of their job. They now turn to us for re-training. I've found through teaching adults in a part-time program, that they are much more focused on the goal, and have climbed Maslow's pyramid, and exhibit self-starting traits. Clearly they are more prepared on a daily basis than an 18 to 20 year old student.
They also exhibit an ability to reach out and help others in the lab and classroom, where as a younger student will very rarely do the same, even if they possess the skill or knowledge being taught.
Because some younger students are sometimes mixed into the group, the traits of the non-traditional students many times rub off on the younger student, mostly because the younger students want to fit in with the group.
When planning a class, especially a class of mixed learners and ages, I think you can still only progress as fast as the slowest individual to a certain degree. We don't want to leave anyone behind. Just because a group is comprised of mostly non-traditional learners, it's not a license to fly through the material, and figure they'll understand because they're older. All the students need to understand the competency of the day.
I try to always be aware of the different characteristics of my students and thier needs. For instance, we have quite a few students from other countries. If I see lower than average scores from these students on the first test, I will get with those students one on one. I usually find there is a language barrier due to thier not being from this country. I can then work with them using tutoring to overcome these language barriers. I find that by using a one on one technique, they are not being embarrased in front of the class. These foreign student tend to become embarrased easily if thier week points are discovered by the rest of the class. I noticed strong improvement in thier grades by using this method.
Hi Brad,
This is an industry wide concern. Colleges want students but many of the students don't have the basics to be successful. I would suggest that you ask your college to do some academic testing so you can get a baseline for the students. This will give you a starting point in terms of content selection. Talk with your advisory committee as well because the students upon graduation have to meet the standards of the industry they are entering, if they don't they won't get hired or won't last and that will soon cause all sorts of problems for the college since it won't be meeting the required placement rate for accreditation.
Gary
This is an ever evolving process. Our school has lowered its expectations for our students. We are a for profit institution snd as such the quality of student has sunken to lower levels than one could ever imagine. Most of my students are barely high school grads that have never achieved more than a C grade.
Due to the economic problems we all face, for profit institutions sre after bodies for the profit.
How in Gods name do I understand the learning charactistics of my students that should be in a dention center.
It helps me plan the materials and presentations I use. I don't want my instruction to talk down to the learners, but have to make it simple enough to be understood by people who have been out of school for a long time (I teach math).
Every student comes with a different motivation for learning and different experiences. Each has different intrinsic and extrinsic needs. It is imperative to understand the learner characteristics in order to prepare and plan instructional material that will meet the needs of each student and provide support for the desired goals.
Hi Mark,
That is how educational planning is done. Your comments are right on. We need to offer diversity in our approach and methods so we reach as many students as we can through our instruction.
Gary
If we don't take into account the different types of learners in our classes we can not make the best learning experience for all students involved. Suiting each student's characteristic at all times would be impossible but putting some type of activity or motivational aspects into our planning that would at least touch on each student's needs would be a great beginning.
It allows you to prepare for all students ahead of time. It allows you to prepare for student needs. It is important for students to keep focus. Students all learn and retain information differently. An Instructors Motivation and challange can be what drives students to succeed.
Hi Charles,
Right you are about making an impact on the students by remembering their names even after they have completed the course. This makes it personal for the students as they know you know their names because they are important rather than just the fact they you knew their names while they were in your course.
Gary
This also helps with long term retention. I think it is very important to know my students names. After they have completed my class I see them in the hallway and still call them by name. I think the students really appreciate that and I enjoy maintaining relationships with the students after they have left my class. I think this makes the students feel more connected with and part of the school.
In my class understanding my students backgrounds helps me gear the content of my lesson plans and sets the tone of my class. If I know that I have a class full of visual learners then I can gear my class towards that learning style by using more powerpoint and other visual tools.
I teach at a culinary school and during production time within the first couple of days I make it a point to learn a little about each student's background. Because they generally work in groups, knowledge of their background and thereby gaining some insight on their personalities helps me to recognize their strengths and encourage them to use it to their advantage in a group setting.
By understanding learner characteristics, you can plan lectures and demonstrations around particular student groups needs, i.e- a more interactive lecture for those who are younger.
Hi Christine,
Good point about each class being different. This is what makes teaching so much fun. Even if you have taught the same course many times the students are different each time. This means new dynamics which means different approaches and that spells never being bored while teaching.
Gary
