Relating material to real world examples is important to me. I frequently bring in real world projects that I have worked on to show students how they relate to material being learned in the classroom.
After each class period, I consider my objectives for that class period relative to how well the studetns met those objectives. I also evaluate the individual part of the lesson and their effectiveness. Sometimes I notice what might have been done more effectively in a different way and increase student learning or engagement. Often, if I teach the same class more than once, I will discover better ways to teach the same things. I also reflect on the personality fo the class as a whole and the individuals in planning future instructions. Some classes respond better to lecture, while some need more hands-on. Some classes need longer periods of individual work to reinforce the learning, and some classes need less. Most of it for me is about reflection.
I teach economics, and I believe that there are two "levels" of style that Instructors incorporate into their teaching:
1. Fundamental - shaped by the Instructor's personality type, experience, and subject matter - this element develops over time, as better teaching methods are added to the Instructor's competency; and
2. Class-specific - shaped by the characteristics of the students enrolled in that particular class - their age, sex, socio-economic traits, and the day of the week & time of day.
I have led two sections of the same class, that were offered through two different campuses, located in two very different parts of town - very different income levels, marital status, and much different reliance on public transportation vs. having their own vehicle...
I also teach similar economic classes for different schools, which are in the same area, but one is private, and the other is public... The students, again, are very different.
In adddition, I teach online classes that are larger than my onsite classes, so it is much more challenging to adapt my style for those classes...
My fundamental style is very consistent, however, my class-specific style has to be much specific to each class, and student!
My instructional style was really developed by my past instructors. I always think about the instructors that I liked the most and emulated them. Their success has become my success.
I also rely heavily on constructive student feedback. This has proven to be some of the most valuable information and holds me accountable to be "coachable".
Hello Everyone,
I like to encourage learners to relate their life experiences with our course material. As a learner myself I find it easier to grasp course material when I am able to relate it to my real world experience.
Yes, I totally agree that periodic evaluations help assess the instrcuctional effectiveness. That also show students you care and will adjust or accomodate their concerns.
I look at student evaluations that are objective and I read about innovative teaching styles. When I started teaching, my focus was total coverage of the chapters. I put quantity of chapters covered as a priority, but I have realized it is better to cover few chapters well than rush over a lot of material. Additionally, I realized not everyhthing listed on a chapter should be covered. Instead of going from start to finish, I now focus on the most important concepts and use cases, outside articles etc to reinforced. Of course, I learnt the hard way because students always complained about too much material and insufficient time.
Hi Rolinda,
Good strategy. This really gets your students thinking and problem solving because this is what real life is all about. The more skill they develop in this area the more valuable they are going to be in their positions.
Gary
I Like to use well written instructions and tailor it to what type of audience I have to teach. I take good references on Successful teaching strategies on journals and in the internet.
Reading text book is also good to use but I chose the simpler one and short to understand better. I can use this in my class. I consider the author's point of view and analyze if it fit to my style or not.
I have to ask questions to clarify if they understood the instructions, and it's also good to raised good ideas and concerns.
First of all I have to know who are my audience,so that I can tailor my style and made sure they have a backgound knowledge of the subject matter.
I like well written goals because it will assist the students and direct them to where they should be and be successful to their chosen career.
I try to use Socrates style on critical thinking because it really does make sense when you try to emphasize to the students from general and narrowed down to specific.For example: A 65yrs. old patient admitted to the hospital with nausea /vomiting x2days. So the result of this is dehydration which is more clear understanding of the problem.
Hi Mike,
You make a good point about student surveys. Also, at my college there is a standard survey form which does not include questions that really apply to my course. The surveys are given at the end of the course when the students are finishing their major projects so they don't devote a lot of time to filling out the surveys and when they do they are only snapshots rather than total course exposure. In short they are very little value. What I do is to give out 3x5 cards after quizzes, when projects are completed and any other time I want some candid feedback. Over the course time I may have between 3 to 5 of these feedback opportunities. I have found them extremely helpful. My students give me accurate and candid comments that really help me. I never have had a student vent during one of these feedback times. The feedback is anonymous which lets to students express themselves as they feel without any worry about the consequences.
Gary
Hi Chris,
Yes, I have. The extrinsic students are can be found in two groups as well. The students that have just lost their jobs or are in danger of being replaced due to the lack of certain skill sets are driven to acquire the needed skills and knowledge in order to survive and provide for their families. They want an instructor that gives them the basics and coaches them. They are motivated because of their circumstances. The other extrinsic students are those that know they have to have certain courses in order to get their certificates or pass boards. Both of these groups are dedicated to getting what they need. They are focused and know what they want for outcomes.
The intrinsically motivated students like an instructor that is more Socratic in approach because they want to be active learners and decide what they retain in terms of content.
One of the challenges for instructors as they approach the classroom is how to move within certain instructional formats to meet the needs of the differently motivated students. I find this to be both challenging and exciting because I get to be creative in my approach which keeps enables me to try new activities and projects.
Gary
When it comes to student surveys. Sometimes you can learn from them and sometimes you can not. The student comments both positive and negative are often just a discussion of how much they like you.We all like to hear that, but between the lines you can see shortcomings or areas where even though you may know better, your performance could have been improved.
Hi Sayida,
Several that I have found to be helpful are:
www.VisualThinkingStrategies.org
www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp
www.facultyfocus.com/tag/advice-to-online-instructors
Gary
There are a verity things that I seen over the year to help with my instructional style. I have tried to allow the students to do an exploratory style of learning. This works very well with subjects that require the students to find some self actualization in the material that they study. Typically this would come from material such as the sciences or mathematics. While on the other hand students in the social sciences find applicable uses of theory in the real word very useful. In short, it does depend a lot on the culture, organization designs of the institutions and students needs. It seem to change depending on the students wants and desires.
I have found there are two types of students that go for higher education. One for the extrinsic needs for higher pay, better job, role modeling, ect... and the other for intrinsic needs finishing the degree for their own personal self worth. In your experience have you found a need to change your instructional style for the students that explore higher levels of education based on there extrinsic or intrinsic needs?
At CTU I receive student surveys. After reading my comments I tend to change and better my teaching technique. In addition I always send the students a survey on what type of information does the student preferentially perceive: sensory sights, sounds, physical sensations, or intuitive memories, ideas, insights. Doing this assists me with each of my students learning styles.
Brandy
Hi Robert,
What a great tool this is. This helps you to stay clear and accurate in your instructional delivery. Also, I know it increases the learning of your students because you are trying to picture yourself perceiving the content in the same way they are.
Gary
Hi Quesstonnal,
The quote "Understanding begins with the willingness to listen" really applies here. Well said about how you learn what your students are thinking and the needs they have.
Gary
Hi Charlene,
Real world examples really help students with application and relevancy. These two words need to be made a part of their everyday learning. If they can see application and relevancy to what they are studying then they are going to be excited and motivated to complete the course.
Gary
Hi Mark,
Right you are about acquiring your teaching legs. Experience is a wonderful teacher. It won't be long before you will be amazed at your ability to deliver instruction to your students that is effective and efficient.
Gary
