Takes some of the mystery out of the "unknown" and providing examples can stimulate their own ideas and creativity.
We actually demo product for the students to prepare but also, for me, in class often students may take a different creative approach then I did in demo, and it's a huge educational opportunity for everyone.
I teach in culinary school and I can't imagine teaching in any other way. Showing an example helps the students visualize and conceptualize what the dish is suppose to look like and why we go through certain steps in specific ways. Like a reduction, when they see the end product's consistency and taste the product they have a better understanding of the steps to take.
My first terms I would thoroughly explain what was expected of them for the project at hand, I handed out a detailed assignment sheets, and answered all questions. With all this time it was still not clear. I classes that are so visual (I am an instructor of Fashion Designer) they need to visually see examples of what you expect AND what you do not want. After I started collecting these, the nervousness disappeared on their behalf.
As an instructor and a distance learning student I think it is a great idea to provide this relevant and useful information. This lets the student know exactly what is expected and they can feel a little more comfortable thus be able to enjoy the course more. This helps the instructor because everyone is on the same page, which provides a better learning experience for all. It definitely is a win-win situation!
Hi Ernest,
I take the same approach, and yes grades have proven to be much better whenever I take the time to demonstrate exactly what I am looking for. You are right, sad but true, most of our students simply do not or will not read.
Patricia
Hi Crystal,
Students like to know that they are on the right path. Being on the right path is a sense of motivation as well as satisfaction for most students.
Patricia
Gives students idea of what is expected. They can plan ahead with their preview of upcoming information and be prepared.
I think that it is helpful to show examples becuase sometimes that gives a student direction if they could see what they are suppose to be doing before had. There are those that like to konw what the work is suppose to ending up looking like and this will let them know if theya re on the right path.
they will have a better understanding of what I expect of them.
I like this suggestion of A, B, and C work. I have not tried that but will use in the future.
It shows the students what is required of them and help to alleviate anxiety.
By providing examples, I can model the expectations for them in a more memorable format. (Not all students take the time to read directions or follow rubrics.)
During the very first class, we do the first homework activity together, since it models subsequent assignments (identifying environmental issues in articles). This clears up any doubts as to what I'm looking for, and helps them to focus their reading accordingly.
For our research project, I provide a copy of a well-written project a previous student submitted. This provides a model of what earns a good score - though I then have to ban the use of that topic.
For our debate, I actually model a debate on a random topic, so that students get a feel for the format and presentation style (persuasive and non-combative).
In all these areas, I've found that the quality of student work is much higher when I take these steps than when I simply say "do this, here are the directions".
Hi Toni,
I agree! Whenever examples are shown students know exactly what to expect! Clarity adds motivation.
Patricia
By giving them a precise idea of the activities they will engage, the students will feel more confident and focused about their goals.
I think examples would be a better way to communicate and let them know what to expect.
Student are more interested when they know how to apply the course to their future and showing examples keeps them interested and wanting to know more. It give them clear examples of what is expected of them to complete the course.
TO help students visualize what they will be doing in this course, what they can expect and look forward too, often it excites them, as they couldn't make the item previously and the level of student work is hopefully impressive thus giving them more buy in to the course, they immeditately see the value in it.
I have found that with an older student who has not been in school for many years, showing examples from previous students helps the older student find a focus in accomplishing a project.
I have found that many of them are eager to learn yet worry if they can be a student again.
Seeing what is expected of them builds confidence in themselves and their ability to tackle schooling again.
So students know what to expect in the upcoming course as well as getting them excited about learning something new about their chosen career.
