Hi Mary,
Hands-on teaching has proven to be such an effective method. When the hands-on approach is utilized, you really reach all learners by explaining (auditory learner), by showing (visual learner), and by doing (kinesthetic learner).
Patricia
Hi Richele,
Mentioning the words "good paying jobs" is certainly a great way to generate excitement! Money motivates students!
Patricia
Carole - I agree that this is a real challenge. My textbooks generally have companion power points - I use them to support lecture - and if possible, share them with the students to support their reading. Rather than review chapters in detail, I'll zero in on vocabulary, or the most important model or paradigm in the chapter. Does that seem reasonable?
Patricia - thanks for the comment. It is good to hear a teaching professional validate my thought. With career college adult learners, the challenge is often to find ways to get them to envision their future with greater know-how. If you can get them to experience that vision, even briefly - I believe it motivates them to work towards that moment. This course is opening my mind to some new ideas!
Hi Carole,
You need to make sure to teach the chapter fully so that students get a good understanding and if time permits do the activities. Make sure to emphasize the most important information in the chapter and make mention of those things that are not as important. After teaching the course a couple of times, you will find your balance because you will be more comfortable with the material, and you will have a better judge for timing.
Patricia
I talk about how they will use the topic in real life when they get into the work force
Hi Leonard,
With the internet we can make our lessons really apply to the real world. Students like it more when they see how the lesson can be used in their profession.
Patricia
Hi Leonard,
It has to be a great feeling of gratification whenever you can speak the same language as the leader. It shows that you are knowledgeable and has a sense of intelligence.
Patricia
Hi Robert,
Students get it whenever we make it as real as possible, and they also have fun learning it.
Patricia
I like to show my students real life examples. If we are discussing making a "routine" traffic stop I show them videos and have them critique what the officers did right and wrong. We also role play and conduct mock taffic stops. The students really respond to the practical application of a skill after learning about it in class.
I graphically decribe a business meeting, in which a leader asks a question about what specific management technique might be used to address a problem. I ask my students to imagine themselves in that moment, being confident in speaking up with a good answer or suggestion. How does that feel? How does it feel to speak the same language as the leader?
In business courses, real world applications are happening every day - and they are very accessible online. I like to know where my atudents are working, and then bring in real examples that are in today's headlines in their industry - using business news sites, corporate sites, and blogs.
Hi Chantal,
They do love it! Practical experience/stories that are applicable add a lot of flavor to the course.
Patricia
I teach there final course befoe graduation. Letting them know that I can help them acheive placement in the marketplace seems to give them motivation
Giving examples of real life experiences, telling them success stories of persons that I know who have learned the skill being taught in the course and have very successful, good paying jobs, that persons with this particular skill are very valuable.
I teach surg. technology and I learned hands on ( I am an R.N.) whereas I point out many old - fashioned ways I learned. I use a lot of hands on and personal experiences or stories of how I learned and my mistakes that led me to this stage in my life.
students get excited about course when they are told and shown the relebvancty between the course and its application in career field.
the student are excited when they are asked to imagine doing the course activity in the career field as professionals.when the students are givenb to interact with professionals in career field during field trips and guest lectures.
Allowing the students, and encouraging the students, to experience the items we discuss in class. If we describe A, B, and C, then we will actually sample examples of each.
I'm teaching a gen. psychology course, and I'm new to the career-college environment. The course meets once a week for 10 weeks and covers 2 very detailed chapters of the textbook each class meeting. I'm finding it hard to balance getting through all the content (lecture) AND providing activities that get students engaged. Should I worry less about reviwing the chapters, and put the responsibility on the students for out-of-class learning of the details? How much do we need to "hand hold" when it comes to guiding them through the textbook learning?
Sometimes a lecture may be not the most interesting, i.e. patient billing or coding. I like to interject something interesting like brochures or handouts I have from different offices I've worked in. I like to show them a little bit of what they'll be seeing in the field and maybe it'll be a little bit more real to them that they'll be in the field one day too.
