I agree if you can connect real life issues to class content you complete the circle of learning.
Hi Gary,
I call this "connecting the dots" between school and the real world. These examples show clearly how career progress can be made if the individual will put forth the effort to acquire the knowledge and skills. We move toward what we are interested in. So if we want to progress in our careers we need to put forth the effort to separate ourselves from the "herd". By doing so we gain recognition for our work and are rewarded through our growth in position and responsibility.
Gary
Yes, it's good to both show how they CAN use the lesson and, as well, how you did it in your own career. I find that students are hungry for real-world examples of how the instructor gained practical experience that brought them to a new level on the way up the career ladder-- for example, how as a youngster in the busines, the teacher managed to get involved in "management" activities, whether inventory, training others, writing specs or training manuals, etc. It makes advancement seem like a real prospect for
THEM, not just some vague concept we talk about in class. They'll see how they might go right out and dig up a similar opportunity at their own work. --Gary Ackerman
Hi Tracy,
This is a great! I really like service learning and you are using it with your students in the health fairs settings. They get to apply their newly acquired knowledge and skills while helping people. This is as good as it gets.
Gary
Taking them out of the classroom setting when they are getting it and letting them demonstrate those skills to their peers. We do health fairs so that they can use that information and then feel proud of themselves.
Some of those that are the simplest to complete are the most effective...immediate performance feedback, greeting and recognizing students by name to name a few. These are behaviors that frequently get lost in day to day class-life.
Hi Melody,
By seeing the work done by previous students the current students can start to see themselves in the industry. Also, as you say it shows them what they are going to learn and be able to do if they apply themselves and work hard.
Gary
I share power point presentations created by previous internship students to future interns. They are able to view images of the student's work from the internship site, which is usually an established organization in the industry. Future interns are able to understand how what they are learning will find practical application/expression in the "real world".
Helping to keep students motivated involves positive feedback from the instructor. Instructors can demonstrate to their students the instuctor's desire to see the student succeed.
Academics and grades are the first line of motivation for most students. I have quite a few over-achievers/obsessive-compulsives who will likely suffer a nervous breakdown or related episode if they dont get that A.
For these students, I actually try to de-emphasize the importance of the letter grade and focus more on specific skills and techniques.
Many of the country's best chefs never went to culinary school.
Hi Cheryl,
This is what I call "connecting the dots". The students start to see that what they are learning in the class can be used outside of the class and in their own lives. They go "wow", didn't think of that when it has been there all the time. We just help them to connect the dots to create a picture of their future that is revealed when the dots are connected.
Gary
Students get excited when they can take what they learned in class and apply the techniqes to daily routine or problem solving. Once excited they are motivated to come to class and learn more. Being able to share with students how to apply what they learned in class to daily work is a good motivational approach.
Hi Michael,
Good points about both areas of student development. They need to develop themselves personally so they will have the needed communication and interaction skills as well as the knowledge base to successful in their careers.
Gary
Hi Patti,
Good strategy for getting the students involved. I am a big game person myself. I find my students really like to play games and the competition gets them all ramped up for the course. You are right it does increase motivation and excitement.
Gary
Empathy, flexibility, and understanding that adult students are making an investment in the future. The ideal is to help the student realize a return on his or her investment. Life skills and application is one methodology. Career skills and development is another.
Creativity is thought to be a foundation skill in effective leaders. Creative leaders are able to solve problems that have plagued an organization and successfully navigate the unexpected --“someone who can see old problems in new ways and new problems with fresh perspectives.” Creativity is derived from the socio-cultural environment, personality, and motivational variables. A creative instructor is one who does not focus on barriers, but can smooth the journey across stumbling blocks. Teaching creativity fosters engagement in the learning process. Students who are actively learning and are satisfied with the quality of contact in the classroom are more likely to remain.
Focusing on creativity in student assignments has been found to elicit a higher level of concept application with regard to making connections between diverse information and new contexts.
A quality and responsive classroom creates a high level of satisfaction among its prospective and continuing students. The attitude and creativity of the facilitator are the key to helping students continuously improve. These improvements in the classroom are directly tied to students’ perceptions of quality and feelings about their education. Students who are engaged in the process of learning are more likely remain at the campus and graduate from their programs. The initial classroom contact is essential.
I can certainly agree there, Sarah. I have found this to be especially true for adult learners who have been in the workforce and then attend school. If they feel that what they are learning pertains to their real life, they get a better grasp of the information and are eager to learn more.
Marlo
One way is to make it fun. I try to incorporate games in my cirriculum. They are learning the material and not even realizing it. Winning team usually gets some extra points on the next exam. The points and winning are great motivation factors.
Some times I have students that really doubt themselves but they have real talent. When These students find their way into my class I ask them if I can use their work as an example in the next class. If they are shy, I make sure they understand I wouldn't use their name, but if they are looking for more encouragement, they usually get a lot of that from their peers during the examples.
Hi Michael,
Good advice when it comes to skill development. In our instant culture the thought of working on skill development over a period of time is sometimes foreign to Gen Y students.
Gary
