I use powerpoint a great deal and I also use current news and reports to back up my lectures. I use everyday life situations and personal experiences.
I use my work experience to prove the relevancy of content. I explain to them how important it is to know the material, then I give them examples of how they can or may use the material in their clinical practise. These examples help explain the why in addition to the how of the content.
You can show them examples on how the course relates to the real work world.
Hi Victor,
Being practical is a sure way to get students to see as to how the course relates to the real world.
Patricia
I talk about how the skills are used in most offices. There are also questions on their certification tests that is covered in the class. This is a computer class so I also give examples such as cover letters, resumes, brochures, presentations, and reports they will have to do in other classes.
Using practical examples of case studies is the best way to connect the student with the subject.
The harder the subject the more critical it becomes to make the connection.
I would suggest to provide information regarding the workplace in the particular career path chosen by the students. If the students can see
examoles of where they are going, they will automatically be interested.
For instance in Information Technology (which is what I teach)I explain about the industry certifications and types pf jobs that can be obtained by learning the course material presented.
By showing relevancy of course content, students will be able to understand what is expected of them.
I agree. Showing relevancy is very critical when it comes to adult education. People are sacrificing their time, money, and energy to take these classes and if they don't feel like it's important, then they will have no problem speaking up about it.
I agree that guest speakers are extremely valuable. They often times create a renewed interest for students who are less excited about the subject matter.
Hi Patricia,
I believe demonstrating relevancy helps students to become more interested and excited to engage in the learning process. It also serves to validate the benefit of course to the student.
I believe that what you do is extremely important. I always tell my students that their professional demeanor, personality, ability to adjust to Team and business needs are as important (if not more!) than their knowledge of the basis of the profession.
Hi Anthony,
Whenever students can tell you why they are in a course, they understand the importance of the course to their career or personal well being. Whenever students cannot tell you why they are in the course, the instructor has to make them understand the importance/relevance of the course.
Patricia
I agree, Bill. One of the first things I do in my music class is ask the question: Why is this important?
I want the students to ask themselves why they think they are in this class? There must be a reason, or else it wouldn't be a requirement, right?
Then we discuss, and I give examples such as what you listed above, as well as personal experience examples.
Giving real life examples of how the course work will apply to the students future classes and in the work force helps students understand why they need to know the material.
Hi Stacy,
This is a great response. l like how you quote certain information and then gave your own response. I have a short PowwerPoint presentation for each course I teach that expresses the purpose of the course, why you have to take the course, and jobs that can be obtained from learning various skills from the course. Students really get excited about the presentation, and I remind my students throughout the module to remember their ultimate school goal.
Patricia
Hi Robert,
What a great way to get your students to engage in critical thinking. Some of our students can really think out of the box. I like how you allow them to share their thoughts as to why the course is so wonderful.
Patricia
One of the things I like to do very early on in a course is to give a short assignment asking the students to examine their own lives and come up with examples of the subject. This way they are not listening to me proselytizing about how wonderful my subject is, but instead go on a scavenger hunt in their own lives for good examples.
I typically give this as an optional assignment that can replace a low homework or quiz score, but most students take advantage of the opportunity.
Sometimes, the examples they come up with are surprising even to me and it's always a great exercise to talk about all of the different ideas and examples with the entire class after the assignment has been passed back--that way, even the students that did not turn in the assignment can participate in the activity.
Tie book lessons to real life situations. Speak of past problems in the work force that were resolved with knowledge gained thru education.
According to MaxKnowledge course content, student-centered relevancy is explaining to the student how the “information shared” and “skills taught” helps “them to achieve their goals” (MaxKnowledge, 2011, p.1). Connection to relevancy should be reaffirmed, by the instructor, several times throughout the course. This continues personalizing the information as well as continues student motivation (MaxKnowledge, 2011, p.1).
Tamara Curry states that she has students discuss “their expectation and the course content” as it relates to “their program of study” (Curry, 2011, p.1). This offers an opportunity for the instructor to clarify any student discrepancies. For instructors to continue to clarify relevancy throughout the course can help students realize instructor expectations as well.
Instructors have the privilege to transform lives by being leaders in their classroom. In order to motivate growth from students, they need to “show (students) how the new approaches, behaviors and attitudes will help improve performance (Kotter, 2010, p. 80-81). Instructors who lead their classrooms are most successful when the design for change is inclusive (Garvin and Roberto, 2009). By stressing how important student input is---creates a student-centered learning environment (Garvin and Roberto, 2009). Students can be part of the solution to their learning process by connecting their expectations to the class content.
Reference
Curry, T. (2011). ED104 Class management strategies: Rationale for Learning. Discussion forum: What are some ways you can show your students the relevancy of your course? MaxKnowledge: Center for Excellence in Education. Washington D.C.: Imagine America Foundation. Retrieved May 18, 2011 from website: http://www.iaf-cee.org/elc/mod/forum/discuss.php?d=6714
Garvin, D. A., & Roberto, M. (Producers). (2009). Paul Levy: Taking charge of the Beth Israel Deaconess Medical Center [CD-ROM Video Case 303-058]. Harvard Business School.
Kotter, J. (2010). Leading change: why transformational efforts fail. In J.V. (Ed.), Business leadership: A Jossey-Bass reader (2nd ed., pp. 370-381). San Francisco, CA: Jossey-Bass.
MaxKnowledge. (2011). ED104 Class management strategies: Rationale for Learning. Discussion forum: What are some ways you can show your students the relevancy of your course? Center for Excellence in Education. Washington D.C.: Imagine America Foundation. Retrieved May 18, 2011 from website: http://www.iaf-cee.org/elc/mod/forum/discuss.php?d=6714
