"What's in it for me?"
While I've long made a point of trying to put the course material in a professional-workplace context for my students, this statement phrases it so much more succinctly than I ever have. I plan to quote it.
However, sometime it can be difficult to make this case. I teach foundation level courses; the material I teach is, indeed, the foundation upon which all their subsequent courses will build. But, just like it is nearly impossible to see the foundation of a completed, occupied building, so too can it be difficult to see foundation-level visual arts/design principles in completed, professional-level design work. They're there, they inform the work, but they're buried under level upon level of content, meaning, technique and personal style.
How do you connect the dots between the basics and the much more advanced work so that the beginner can see the completed picture?
How Tonya,
How do you get your students to see the benefits of the courses, other than needing them to graduate?
Patricia
I teach courses in which students have difficulty seeing the benefit. However, they must pass these classes to graduate. In more closely examining this question, I believe that I can help my students understand. Thanks for putting it in those terms.
Hi Timothy,
You put it in plain terms according to how the students would say it,"Why do we need to know this?"). Once you explain to them why they need to know it, most students are very receptive.
Patricia
I like this question (or the "why do we need to know this" question) as it gives me a chance to identify real-world situations where the 'basics' can be applied. I also like to highlight how it can give someone an edge over a competitor in an interview environment. It can be harder with really basic stuff, though. I try often to use personal examples of how even classes like english 101 have helped me to better function in the real-world.
Hello Chyrisse,
As long as students know that they can utilize what they've learned in a course in the real world, they will become really interested.
Patricia
The course I teach is required for all students and many wonder "Why do I have to take this stupid course?" I have heard this! By the end of the term they say it was the best course they have taken. Why? I show the relevance to their everyday lives. I tailor the class to show local examples and real life situations. I bring in the newspaper and discuss current events. The discussion format gives students the chance to vent too!
Hello Michael,
You have to make the students understand the importance of one course to another.
Patricia
Hi James,
I fully understand! I teach an introductory computer course, and I constantly emphsize how the introductory course will prepare them for all the other computer courses. I add a little fear, if you don't pass this course, you can not advance to the other computer courses. This speil works.
Patricia
I also teach a basic or foundaation course,keeping students interested through out the course can be difficult.At the start of a course, you are going to explain your course and what the students are going to learn, but I try to explain and show the students how the basics relate to the more advanced studies, and with out knowing the basics,they can not understand the more advanced systems, because they are based off the basics, not the other way around.
Then I would give examples or if possible show examples.This seems to work in most cases for me.
I find that on the first day of class, if you do not sell the student on the fact that every part is a building block to the next level, you will strugle the entire course. Give examples like a house. With out a strong foundation it will fall.
Hi Melanie,
I like how you get to the bottom line--new career and better life!
Patricia
Hi Rene,
Students really get it when demos are shown. Take advantage of every demonstration to share with students.
Patricia
Right now I'm teaching a class that is a basic skill formation... Cakes! I try to engage students into the class showing them tinny DEMOS of advanced skills. I've found that this grabs their attention and make them strive for more. This is when they actually say: "what is in for me, is knowledge and skills..."
When students have the "WIIFM" approach, I try to encourage them that they will be gaining a new career and opportunity on life.
Hi Dee,
How do you feel this comprehensive exam approach benefits the "What is in it for me?"
Patricia
I use a comprehensive exam approach throughout the program. Their exams are comprehensive through out all the courses pulling information from the beginning course to the end.
Hi Scott,
How do you determine what type of student you are dealing with on the first day?
Patricia
Hello Tammie,
It takes an effective instructor to use a very calm demeanor to make students feel at ease. I am sure your students appreciate you going the extra mile to put them at ease.
Patricia
I like to take this similar approach and to get the student excited about the course. Usually with the classes I teach the students are excited but somewhat hesitant because of the invasive procedures we do. Making them at ease and getting them involved right away usually helps curb some of that anticipation and worry.
