Hi Mark:
You make a good point - by using multiple techniques allows the instructor to address every type of learning style.
Regards, Barry
Hi Anthony:
Good point - with most topics, there is usually more than enough to talk about to fill up the time.
Regards, Barry
Hi William:
That's a great idea - in other words, be flexible with yourself to be able to modify your lesson (If possible) on the fly.
Flexibility is important, it ultimately results in giving us more control over the pacing of the information.
Regards, Barry
Hi Patrick:
One school of thought is having more information available to present to the students than can possibly be discussed in one section.
While this may not always be possible, the wisdom of the philosophy is that the instructor will never run out of material to be presented.
With some topics, this is probably never an issue - there's always enough to talk about!
Regards, Barry
I have two strategies. During a course, I keep notes on each chapter - pace, content, good/poor exercises, issues the or some students are having with the material. Then, when I am preparing to teach this class again, I review my notes and adjust my lesson plans and specific chapter or task strategy. For a course that I have not taught before, I review the course material carefully, trying to identify the concepts that are perhaps more difficult to either teach or grasp and prepare additional material to illustrate. I also try to have additional exercises, problems ready (handouts, slides etc) in case I need them.
Hi Bob:
You mention two great strategies here - having more prepared then the time allowed makes sure there will never be wasted time. Also, by fostering discussion, the students get to hear what another person thinks about the topic.
Regards, Barry
Hi Marcia:
Selecting sufficient course content may also involve knowing what kinds of learners your student group is made up of.
By knowing this, the instructor can more efficiently select teaching methods that applies to all types of learning.
Regards, Barry
Love that sentence: "...I teach students first and adjust the content to meet their needs." I think we forget to do that on many occasions. Maybe it's because we get so wrapped up in the syllabus and we're afraid we will miss something in the content.
Although I prepare a syllabus as thoroughly as possible, I find that I often have to reevaluate course content and how I present it once I see where the students are at. I have learned that I teach students first and adjust the content to meet their needs. I find this particularily true in the Foundations of Writing I course that I teach. It is always a challenge to cover the required content to meet the required objectives, but modifying seems to be the key for me.
I feel as a music teacher, I need to be very careful in choosing course content that younger students can relate to. It is very easy to lose today's young musician with too much traditional theory, even though one would hope the student would want to learn it. The generation gap appears to be greater than ever these days, and older teachers need to be aware of newer trends, making sure our lessons contain a careful balance of both.
We recently added video content to supplement learning in the classroom and the result has been very positive. I'd like to additionally add other technologies, as this generation is particularly savvy in this arena.
I feel that you need to have extra material planned and ready to use. Extra activities--to provide more practice/new way to attack a concept, etc.--to be used as needed. This is decision you will make as you get feedback. Also, you need to be prepared to be flexible--adding more/deleting material or activities. What you need to implement is all dependent on your students.
I tend to try to have a wide variety of ways to give the course content. I always think too much is better than not enough. If I find the students lose interest I have something else to do or teach. Of course there are days when nothing seems to work!!
Agree with over prepare, then you are never caught short. I also can select from my "filler folder" learning activities that will fill the need for that specific group of students.
Hi Cindy:
Great. When students begin a new class and engage in some activity they're unfamiliar with, doing something they get positive feedback with is motivational towards achieveing similar results on subsequent assignments.
Regards, Barry
In my particular area there is a lot of reading, some quizzes, memorization and hands-on training. I tell my students from the first class on that if they don't have good study habits they should begin working on improving them. I point out prioritizing time and sacrifices made in order to focus on improving this area. I find many students do have this problem as my specific class is one in the beginning of the hands-on learning of the course.Putting things in perspective in the very beginning helps prepare my students for the first few weeks of reading,lectures,demos etc.. with their first hands-on learning in their chosen field as incentive for successful outcome.
This is something I should do as well. A good plan is one that takes into account the problems you might face in a class and slows the class down. Most of the students in my classes keep up with the agenda for the day but I really should implement a backup plan that takes into account more pitfalls.
Hi Mitchell:
Good idea about being prepared with extra or additional materials. Each lesson should logically and sequentially take the student a little further in the curriculum and a bit closer to being fully prepared for their successful performance as a worker in their choice.
Regards, Barry
Surely making sure to have at the very minimum the daily curriculum including any handouts and discussion materials. Its not a bad idea to have a few extra content related worksheets in the bag just in case time allows for additional teaching moments.
Hi Chuck:
Course content that's based on student learning outcomes (SLO's) and course objectives begins the process. Medial choices and other instructional aids are planned. Then lessons and lab time allocated. Finally, curriculum written (not necessisarily in this order). With these components, timing class is a mixture of experience, trial and error, and class dynamics.
Stronger students assisting weaker students can be a help, and usually eveyone benefits.
Regards, Barry
