By Eddy Mojena
I've always build my classes in expecting all students to have different variety of learning skills whether they know what they are or not like visual, hearing, hands-on. So whatever may apply to them they can use other ways of learning in learning using their senses.
Kyle,
I think variety in media selection is key. Having numerous methods available to reinforce material being taught helps keep interest, illustrates points from different perspectives, and makes the classes more interesting. When both teacher and student remark, "wow, where did the time go", that's an indication a full, productive and enjoyable class experience just occurred.
Barry Westling
Basically I'm learning we need to be flexible and make real time decisions during delivery of course content. However, when selecting content we need to develop multiple ways do deliver it and also pick content that will enable us to fill gaps of time when we have extra and content that can be learned in quicker methods when there just isn't enough time. In our clock hour program, the content really can't be subject to change as it is necessary information for a State Board exam. So we have to look at ways to deliver content differently in different situations.
Holly,
Great. This is a great way for students to learn, and if done well, can contribute to improved student outcomes (versus the same material lectured by the instructor).
Barry Westling
As I am new to teaching , I have read through this forum as a great resource! My first class I had too little material- and no backup plan! It was a worst-case scenario, but I learned a lot from that situation. More specifically, I learned to select at least enough course content to cover an hour over what I had planned. If it turns out i can cover it all in class, great. If we only use part of it, I have more for later or for another lecture.
Incidentally, I found that if I put forth a question to the class that requires critical thinking and group discussion they tend to spend more time trying to help each other answer and it allows for intelligent class discussion. I have attempted since to add more group discussions to the course content.
David,
I think part of the answer is trying to get to know your students. Everyone has a degree of visual, auditory, and kinesthetic learning traits. So, if we can just relate to students, they will conform to our delivery if they are open to us.
Barry Westling
Sufficient has taken on a new meaning for me since I started this course. I am beginning to think it almost means a layered approach to curriculm presentation giving me the needed materials to effectively achieve the desired outcomes regardless of the demographics or learning prefrences of the class. For example: if my lesson plan is built around auditory and visual learners, what happens when I get a class full of tactile learners? I need to be able to fully engage and stimulate them by delivering the course content in a way that is accessible and compelling to achieve the desired outcomes. Yes, no...maybe?
Leon,
Good ideas. Also, I will look to the course objectives to mete out what and how I want material to be covered.
Barry Westling
Key learning points covered.
Selection of appropriate examples to connect to real world.
Discussion and debate questions.
Small group activities.
Leon Guendoo
Jane,
Very nice! There is so much resource material available these days that without care instructors could end up giving good material but it would miss the purpose of meeting the students learning objectives. We have to be willing to make this class, at this time, for these students pertinent and relevant, which may include activities and media that is different from previous classes.
Barry Westling
I initially start with the required material that must be covered during the class. I make a point to always have what I call "My Bag of Tricks." This includes: relevant articles. quotes,personal experiences and information that I have collected and retained about the students in each class. I find this last element to be especially important as it connects the class material with the students lives in and out of school.
Corliss,
Great! I always look to be sure I'm just not doing something that has worked before, but is exciting, interesting, creative, and engaging for students. To keep them focused, there has to be a lot of variety and frequent enough change ups that students minds stay on task and in tune with my learning objectives.
Barry Westling
The accelerated program we are conducting, we always have enough information and procedures to do in class!
Mary,
Using a variety of media that is related to the subject matter just has to make learning more interesting and perhaps improve understanding better than effective, but uninteresting techniques.
Barry Westling
I agree completely! Since every student doesn't learn the same way or at the same rate it's good to make sure you have sufficient materials,extra handouts etc..to reach all the students in the class. Some may understand the first time around but others may not have gotten it completely and will need me to present it to them in a different way. Some of my best "aha" moments are in the middle of the night when I'm lying awake, so if I think a particular student could use a little extra help I'll tutor them and try a different approach or provide another handout. Whatever works!
Gayle,
Very true! Also, choosing the right content is important. For instance, if a teacher seems to always go off in an area they like, are comfortable with, or feel the students need to know, but miss covering some of the designated course objectives, they have not served their students well.
Barry Westling
Always prepare more material than you think you will need. If you have taught this course before, you will have an idea how much time you need. Things come up in class unexpectedly and you have to roll with the punches. Be flexible!
Jana,
It's a fairly wide known fact that individuals are more willing to participate, commit to, and believe in something they have a direct part in. Group discussions that incourage class-wide discussion are a version of this. Also, by participation, recall and memory (long-term type) is more likely when students are actively engaged.
Barry Westling
By doing a practice run through my presentation, I can get a pretty good idea of sufficient course content. I try to plan for less discussion than I expect/want. I would much rather have too much content than not enough. At times I think the student want to discuss rather than finish the content I have planned. I have even asked them do you want to continue this discussion or to go over new content in class rather than on their own. They like to have input into the class.
Roderick,
Experienced teachers can offer great insights so you don't have to make similar mistakes. Sticking to the course objectives can help. Also, choosing media that invokes activity helps. And sharing stories from the workforce that illustrate your point can be very meaningful.
Barry Westling
