Class is a rehersal of real world
My learning style is based on developing class activities thata can match with real world situations. For example, a mid-term could be an oral presentation scored by a group of people
I agree also. Giving your students some examples of what's to come good or bad helps prepare them. We have to do it in a professional way and not just by our bad experiences.
Carlos,
In the University I instruct at we have Group Projects and the students dislike them (hate might be a better word, but I digress - lol). The reasons they put forth are numerous and include non-performance/participation by peers, infighting, disagreement, shared responsibility/contribution, etc., etc.
As one reviews this list it should be obvious that the reason for a group project is that it is "real world." In the real world, we have do'ers, watchers and slackers. I go to great length's to point this out to one and all, some get it and some don't. Those that don't probably never will since they represent the group of naysayers, who prefer to let others carry the load.
While group interaction is a desirable trait, the majority of people shy away from it, are wary of it and do not generally embrace it until and unless they are forced to do it and some still rebel.
All the while I implore them to recognize that group projects are more "real world" than "academic pursuit" and that they can and should learn by their experiences in GP's for use in practical terms.
Hi Kim,
Great way to use your own life experiences to transfer relevancy and application to your classroom setting. Your students benefit from your professional experience while you build your own expertise as an instructor.
Gary
This is my 2nd quarter teaching, but I have 10+ years in the professional working world. I find myself constantly applying the key concepts we are covering to the world of work. I ask the class to provide examples of when they've experienced what we are discussing, either at work or in their personal lives so that they can process how it might transpire rather than just learning it. My classes have a wide variety of ages and experience levels so it provides great real-life scenarios.
Hi Harvey,
I'm not sure I understand what the students are saying. It seems they are saying they will just come up with solutions on their own without needing class content and instructor guidance. If so then they are in for a surprise. I know the employers I have had insist on my bringing a certain knowledge to the the work setting along with certain skills. They weren't willing to pay me for learning how to do things on my own for several years before I got skilled enough to do the job.
With many students there is an opinion of entitlement rather than skill development. Meaning they are entitled to any job they want without having to prepare for it. This is why we need to work hard at impressing on them the need for a solid foundation from which they can expand their expertise and become valued in their field.
Gary
I also provide real-world examples while in the classroom, but the students often state that they would use alternative methods to solve the problem so that they would not have to use what is learned in the classroom.
I could not agree more that the students should be well prepared for the clinical environment. By providing real-world examples while in the classroom also prepares them to meet this new challenge - meeting the objectives of the clinical world.
So true that it is a microcosm of real world situations. We want the students to begin preparing for their clinical experience by dressing and conducting themselves appropriately BEFORE they get to the clinical environment.
