Hi Jennifer,
Students need to know how they are going to benefit either professionally, personally, or both.
Patricia
I point out the ways that what I'm teaching can be applied to their lives, at the workplace and away from it. I think this helps students see that while the material is dry, learning it may be useful to them later.
Well,
I'm not sure if I'm answering the question correctly. I guess it would help me to know what the term " buy in" means from an educational standpoint. This is just my thought but I would say engaging them to talk about their career goals. How they can obtain those goals while taking a particular course. I would make them feel more comfortable in knowing that the course they are taking is a foundational tool...once your in the career field it does pay off when your successful in your classes. I believe this would definitely help them buy in into the course..."thinking WOW...I really need this course and need to learn the objectives because this could be something I will use in the future. I think it allows the student to be more appreciative and take advantage of learning more in a course than just "I really don't want to take this course, but I have to take it so I'll graduate." Some students just take it and never learn.
Fascinating comments. I teach a very different audience (in fact, teaching is probably not the right word - facilitate learning is probably a better description). I believe that you need to be passionate about what you do, but I also get the class/audience to set their own expectations by writing (normally as a group 5-6) their reasons for being in the class and what they want to get out of the programme/session etc. I have these recorded on flip-chart paper and place around the room at the start. My challenge then is to ensure the course objectives match their expectations and needs, but it also gives me a great sense of the learning journey we will make as a class, in that I try to ensure that I meet their expectations and requirements.
I teach a Customer Service class. As part of my introduction to the class and the course instructional goals, I hand out a job discription and requirements of positions the students will be applying for. I then explain the course objectives will be to prepare the student for the real world requirements of the job they may be applying for. I stress to them that their involvement and participation in the course will provide the success and preparation they need for their career choices.
I try to get buy in by first asking the students what their careers goals are and why they are in class. I then try to relate the class content to what their specific career goals are and then show them how this class relate to different situations in real life. I also try to use personal experience from students. I ask them to share relevent experience to the class.
Create structure and make it relevant. You want to make the topic real for them. In addition, you want to be so prepared in those early classes and provide clear structure and continuity topics. This will enforce in the students early on confidence in your ability to lead them down a learning path with conclusions. They need to have faith.
In each class, I try to pick a current economic issue that they can identify with, as a decision-maker or as a consumer. Sometimes it is difficult to find a way to make the content more relevant, so in those cases, I try to involve them in a controversial issue that they have strong feelings about - not as good as the first option, but it works pretty well.
As a new instructor, I would imagine that showing the benefits of a course would be especially beneficial for new students or those new to the subject material or topic for the course. For example, the need for Anatomy and Physiology would be obvious to a nursing student, but a course in Medical Law may not be.
In our paralegal courses, I get the students to buy into the lessons by transforming our classroom into a mock law office and turning the exercises into simulated "real world" tasks performed by working paralegals. For example, the students learn the basic steps in processing a divorce case by studying and completing the actual forms that are completed by the attorneys and filed in the court. This helps the students greatly to connect the theory with the practicality.
Patricia,
What I try to do for student buy-in is to emphasize real-world applications to the course.
In other words, how does the course impact their worlds, either professionally, personally, or both?
I think that buy-in occurs when the students realize how the course impacts their worlds.
To tie in course content with real-world applications and to include students in such real-world applications through examples and workplace scenarios prompts buy-in, in my opinion.
Deena
Hi Robert,
I do this in my courses and it is amazing at how the students grow throughout the course. For the most part students want to learn and by allowing them to be part of the learning process it makes a big difference.
For me the number one thing to get students to buy into the material is to make sure they understand why they need to know it.
I usually give one or two real-world examples where lack of knowledge of the material was detrimental to someone's project / score / career. This really seems to open their eyes - sometimes literally - to its importance.
it has to relate to what else they are learning
I get the students to buy in by using day to day examples that I encounter on the job. I then tell the students how I feel about these situations, not just explain how to deal with them. When they can empathize with a situation, it becomes real and interesting to them.
One of the things each student is learning in a course (whether it is an explicit goal of your course or not) is how to be a successful learner. Some students come in with a considerable history of success in courses similar to yours; others' success may be in other areas, and your course may be what helps them determine if this is an area for them to continue studying.
Specific strategies for supporting student success can then help instructors align student expectations with this understanding of what is required for learning, and with their commitment to helping students meet high expectations in the course.
Help students learn strategies for successful studying in the discipline
Let students know what you have done to become a successful learner in the discipline
Make sure assignment guidelines and grading criteria are clearly communicated
Take steps to establish good working relationships in class
Remind students of resources available for help
to place students in small groups to get them involved and allow feed back and allow them to express themselves about the course and know their expectations
Hi Cindy,
Great way to get students to see the benefit of taking a class. I also like to add my worth as to why they are taking the class as well along with input from students.
Patricia
I appreciate Patricia and George's suggestions of asking students how they think they course will apply to their particular field. I teach gen. ed. classes and many times students don't understand why they have to take the classes. If I can get an answer from one or two students I think it will help others see what is in it for them.
Initially, students are motivated extrinsically by the need to fulfill a requirement. High achievers will do the work on time and receive high grades. Low achievers most often enter the classroom believing the subject is beyond their ability. Effective strategies for “buy in†require that the instructor not meet the student’s expectations. From the first day the instructor must convince students that the course is achievable, even for the struggling students. I tell my students that they will all do well in the course. Students who are low achievers will use their creative subconscious to maintain their expectations. It is the challenge of effective instructors to change the record that is played in a student’s subconscious. An instructor who is able to do this will be a teacher of learners, rather than merely a teacher of students. The following are strategies I use in a classroom to get “buy in†from learners:
1. Initial interview in order to meet the subject to the students needs
2. Move from simplicity to complexity so students experience success and build confidence
3. Reading assignments and pretests to facilitate specific learning knowledge and skills
4. Variety of learning styles for every class
5. Maintain relevant and current teaching material
6. Collaborative learning through learning teams
7. Relevant Case Studies to encourage critical thinking skills and team teaching
