PowerPoint, Demos and Hands-on
I like to use this three step combination of instruction:
PowerPoint - the student's cognitive senses are stimulated by demonstrating the theory behind the task.
Instructional demonstrations - the student now sees and understands the link between the theory and performance of the task.
Hands-on - now the student can physically apply what he has learned to perform the task himself.
Hi Latissha:
Great. Some professions are fortunate because they get a lot of variety in bthe instruc=tional lesson (visual, tactile, etc). Mixing it up adds variety and students appreciate the break from routine lessons.
Regards, Barry
I use a variety of instruction also such as powerpoint, instructional and hands on and it works very well for my students, especially since it is a medical program
Hi Sheri:
PPT does have a way of conveying information uniquely. I think the key to successful PPTs is when the information presented is very basic allowing me to extrapolate and expound on a point. I also like to use basic colors such as blue background with white lettering, for instance. Larger fonts and a photograph or image inserted here and there seem to make the best presentations. PPT's should be kept brief so it's not boring - like more than an hour at a time I would say is too much.
Regards, Barry
I also work in a culinary school and love PowerPoints. Most students in my experience learn and retain information while utilizing the PowerPoints.
Hi David:
Breaking up your instructional day with variety such as you've described can help create sustained interest in your topic and also lets the students experience some of their learning from more than just one media. You're really stimulating learning as you add variety.
Regards, Barry
I also like using the diffent approach to instruction. When you have a 5 hour lab the 3 different methods help fill up the time and also the students see if in different ways.
Hi Keith:
Transfering the theory to the practical is necessary in many teaching disciplines. Getting to that point where the student understands is often facilitated by labs, demonstrations, or practicals. Hands on teaches more than just book learning alone. If there is a skill involved, lots of supervised practice can make a difference from a student just doing vs understanding.
Regards, Barry
I think Donald is right on the method(s). In our field students need to see all mediums of presentation. This it is important to learning styles. For example, let’s use an automatic transmission. A lot of students will not understand operation by just seeing it on the power-point. They will have a concept but not the full picture. When you move to demonstrations and hands-on then the student can see the parts needed to make the systems and sub systems work in conjunction with each other. The picture will become clearer.
Hi Paul:
You have the basic approach down which appears to be systematic and logical. Students want order and organization, so, anytime we can provide that, it's better for the student learning outcomes.
Regards, Barry
In a Culinary school cooking class, Donald's methods match the current ones we use: Demo, lecture, practical. It isn't always possible, however, to do this in a GeN-ED Writing class. Some days we have to settle for 2 of the 3, but the next day we might critique a restaurant review or hear from a guest speaker.
Hi Donald:
You've covered a lot in your basic approach. There is other applicable media that you could apply and achieve similar results. Good plan. Thanks for sharing.
Regards, Barry
