Much of what we teach is skills based. An effective tool has been to build to a standard that includes time,quality and organization.when this is in place the students have an ideal to achieve and a portable measurement that they can apply outside of the classroom.
Hi Jeff,
This is what relevant teaching is all about. This really motivates students to keep engaged and focused due to the "take aways" they are getting each day.
Gary
I think that students come back to school to acquire a specific skill set as they are going into the workplace or their profession to attempt to be successful. If a student can see the relevancy of what they are learning, they can see how to apply the learned material to the "real world." In doing so they have increased their efficacy, their expertise and are starting to move toward the direction that is needed for them to succeed at their job or task. Once they notice that relevant pedagogy assists them, they will expect it and want to utilize that technique again.
What is more exciting than learning something in the morning at school, and then being able to go and put it to practical use the same day possibly. When students understand how a technique or knowledge can make a positive impact on their careers they are more likely to try and master the skill set.
Once they connect the relevancy with their goals, their energy increases continuously, and their communication becomes greater, clearer and passionate.
In seeing the relevancy and application of the material, the student has the end of learning in view -- and, consequently, the student's ultimate goal.
Adults want to see the relationship between what they learn and the field they are going into. When they don't see the importance of the information they don't apply to the real-world.
Especially in todays society and with the younger generation if they feel they will never be using what they are learning they will not focus on what you are discussing and then in turn may miss important information. A lot of time students feel overwhelmed with information and wish only to deal with what is relevant.
Hi Michael,
You are right about how great a moment like this really is. This is what keeps us coming back to the classroom day after day.
Gary
When a student see the relevancy in a project or assignment they can utilize it in there given field. I know that if the material can be utilized later in life I tend to remember it better.
I teach math classes and the students are always wanting to know how they are going to use it in their profession. When I can find a real application to the material then I remind them that this is it. The other day we were talking about graphing points on a rectangular coordinate system and I asked if anyone had a use for this knowledge. One of my students raised his hand and said that he uses this at work in drafting all the time. A nice moment!
If the student does not see any relevancy to what they are being taught to what it is going to be like in the field they have chosen, they will become bored with the material, then the motivation goes down, and it is quite possible they will drop your class or worse yet quit school all together. So motivation is a key factor in the classroom.
Hi Jennifer,
You make a number of very good points about the benefits to students beyond course content. Many students don't realize the network of peers they are creating as a result of being in school and working with others in the field. As we all know much of our career success is based upon the network we have developed.
Gary
Adult learners tend to be relevancy-oriented and seek the connection between what they are learning and what they face in the “real world”. Students who are currently working are eager to gain skills which will give them a competitive edge at work. There is nothing more exciting for me as the instructor when a student shares with me how they applied the course material at work. Their excitement is contagious and further motivates me! For students who are not actively working, they often express how they are hoping to use what they are learning to get back into the workforce, or even to help them to master responsibilities of life in general.
Group projects are one area where I find significant opportunity to reinforce the relevancy to the real world. Teamwork is an essential part of life, and students will likely be faced with working in a team in the workplace, and in life. When students grumble about the group projects I use this as an opportunity. I remind them that they are gaining valuable skills to help them work successfully with groups at work. I also remind them that they are gaining exposure to a network of peers that will be available to them even after the course ends. They love the idea of building their network!
Adult learners really appreciate relevant and applicabe knowledge due to the fact that they have a limited schedule and need to feel that what they are learning is "usable" immediately. Their learning goal is usually driven by transformation and change (promotion or better job for example) therefore, they are really motivated by relevant and applicable knowledge.
Dwight
Hi Sara,
You are right on all levels. Students have to see value from what they are studying, if they don't interest falls off and it is a long class phase for everyone. Excitement and enthusiasm go a long way in helping to get the students engaged in the learning process as you mentioned.
Gary
If students do not find material relevant and if they are not able to apply it to some aspect of their life... then it's a bit like flotsam.
I believe this even applies to elective classes--students have signed up to them because they have an interest in some aspect of the subject; yet, when poorly taught the material can quickly become boring or irrelevant. One must get the students involved in the discussions and projects as soon as possible so that relevancy can be found.
My students love working on projects that are very similar to what they'll actually be doing when they're working in this field. It's easy for them to see how important these skills are and this in turn motivates them to work harder. They can see that I want them to learn these concepts for their benefit, not for me. For me, this is one of most fun parts of teaching in a career college environment -- that students are so motivated and can see the immediate benefit of every topic we discuss and every project they're assigned to work on.
I think this helps students visualize themselves in the work place which helps motivate them to retain the information as they know they will be using it again in the future.
I try to begin every lesson by pointing out to students how the material in this lesson will help them in a particular situation. This approach has served me well and I find when I touch on the relevance first and foremost, I get and keep their attention.
