Hi Darryl:
Great. It seems like you're able to use a lot of variety in your classes and that's great. You're more likely to reach the largest group of students by integrating variety into your lessons.
Regards, Barry
Hi Stephanie:
Adaptation is almost always needed. Unfortunately due to institutional standards, not all instructors get to modify their teaching plan. In these instances, I wonderf if the student are being served fully.
Regards, Barry
Hi Charlin:
Media selection is like chossoing the main course and side disises for a meal - really, unlimited choices. Of course, certain courses are linked in to certain media more than others, but the point is there are many or varieties to choose from.
Regards, Barry
It depends on the material for the day. In the culinary arts demos are the way to go but I also do powerpoints, videos, as supplemental choices to explain and clarify the understanding of theories.
I am selecting a media that is going to benefit to all my students. Sometimes it means that i need to adapt my media to each new classes I will be teaching to accomodate all of my students
It is good to appeal to different types of learners
Hi James:
Hey - roatating media, what a cool concept! Not sure iof it's applicable to all program disciplines, but an interesting idea to explore. Thanks!
Regards, Barry
I teach a broad spectrum of students. When I have many audio, photography, digital animation, graphic design and interior design I select information and coordinating visuals that will vary from generally engaging students to specifically targeting the design descipline on a rotating basis in the classes. This way every student get a broad spectrum of exposure and xomes to class with an optimistic expectation they will learn and see something that either generally or specifically applies to the design interests. I use animation sparingly, usually in the introductory slide, to get their interst and attention.
Hi Betsy:
Well, it certaintly appears you gained quite a bit from this lesson! That's terrific. That's the thing that teaching is there is so much variety and alternative apoproaches to almost everything we do. As long as it all leads to student learning then I think whatever works is okay. However, there some methods that work better than others.
Regards, Barry
Hi Paul:
Variety rules! Your sensitivity to the mood and the sense of the class for a given day demonstrates wisdom and true caring about the environment the students learn in.
Regards, Barry
Hi Darryl:
Yes, these are times with tech-savy students. But not all students have this mind set. In fact, older students may actually be frightened by computers. But your point is valid, in that short, to the point, and interesting slides can add some flavor to an otherwise avaerage class session.
Regards, Barry
I had a few "aha moments" myself in this module!
I use powerpoint slides to illustrate important concepts in chapter, followed by classwork and team problem solving on the white board. Homework assignments are written on the whiteboard at the end of the class period.
I use different color markers to help with formulas and equations.
An important point taken from this module was the 5 points per powerpoint slide. I've been using the textbook's companion slides. Some of the slides are densely populated and hard to read. They are now going to be modified.
I have added a hands on demo to my Food Cost Control class. The students are cooking the food that they will have to cost out for a catering project. It adds a whole new dimension to the learning curve, and a level of excitement for these culinary students, most of who dislike math.
It has to do with everything from the time of day to the type of student to the subject matter. For example, sometimes just hashing out a food costnto a spreadsheet and calculating the equation in steps on the white board can be more effective than using a powerpoint or spreadsheet. Other times, inputting the info into the spreadsheet on the big screen can be a better way to get their attention and focus.
My students are high tech minded. Using powerpoint presentations enable them to engage more actively because they seem excited because it is "high tech". Especially if the slides are short and to the point, incorporate graphics, videos and sometimes audio. Students relate to that easier than writings on the white board. This generation of students are visual and audio learners. If I asked them what a slide ruler was, they would probably ask me what storage capacity it can hold!
Hi Caroline:
Yes, our electronic classroom does afford many ammenities the result in enhanced delivery of information and hoped for retention of needed information.
Regards, Barry
I believe that using media such as powerpoint slides and computer websites significantly enhance the content of my lessons. In addition, the visual presentations reinforce the written material and lecture. As a result, the students are learning the subject using a variety of senses instead of just one.
Hi Ron:
Boy, there's so much out there. We want to be sure our comfort zone doesn't oversahadow the needs of the student. Selecting the best resources that will assure the students will learn the material is a good goal to shoot for.
Regards, Barry
Hi Jae:
Yup! Variety keep them interested. Coordinating media choices can make all the difference in having interested students or students present and accounted for.
Regards, Barry
I use the media I am comfortable with and what I think the students will like.
I like to choose a variety of media. PowerPoints are great on occassion, but if not used properly, they can also distract the instructor from recognizing the facial expressions and attentiveness of the student. When chosing films, I like to coordinate the films with the chapter/subject matter at hand. For example, when I am teaching the nutrition chapter on carbohydrates, I may follow it up with a film on grains or sugar.
