Daniel,
Great strategy for an online situation. You are making the sequence of protein synthesis graphic for the students. The more learning venues you can use the greater the content retention is going to be. Thanks for sharing it with us.
Gary
Dr. Gary Meers
Claudette,
I use the same approach with some of my content which is rather technical. Once they get to apply the content in case studies and role playing they really get excited about what they are learning. They start to see the connection between the content and their future success.
Gary
Dr. Gary Meers
I agree, primary to being effective in teaching is to know your material. Then it is a matter of being in touch with your students to determine if you are presenting the information in an understandable manner. Do you ask your students questions if they understand the material on a regular basis? For me teaching online I have to in order to know if they are getting it. In the class I check to look at their body language to see if they get it.
Knowing your material and being enthusiastic about it is essential for effective teaching of your material. But what are you referring to regarding other instructor methods?
I fully concur with what you are saying by using easily understood terms to explain complex concepts. When I try to describe protein synthesis to my online physiology students, I explain proteins are composed of amino acids, the basic building blocks for proteins. Additionally, I have to also explain metabolism which involves catabolism (breaking down) and anabolism (building up). Needless to say, these are difficult enough concepts to teach in the class room, but online it becomes somewhat more problematic as we are limited in what we can do for demonstrations. The best I could come up with is using Leggo building blocks as an example. We build Leggo buildings by adding one block at a time, which is the same as in the synthesis of proteins (anabolism). Then when we take the Leggo building apart, I use this as an example of catabolism.
I agree. I'm at my best when I know what I'm doing and I have practiced and have confidence in myself first. Students in turn will gain confidence in the knowledge. This begins with a well mapped out lesson plan.
I like to have my students go to the white board to address the class during certain group discussions. By allowing them to assume authority my students own their learning experience to a higher degree. To encourage shy or insecure students, I recently started letting them take a fellow student to the white board so that they can lead the segment together.
In order to enhance my instructional style, I incorporate other instructor methods along with proven processes as well as my own learning style into the lab or lecture setting. I also find that by studing and knowing the material you are teaching, provides for an easier delivery.
I want my style to be one that not only provides the student with the technical expertise and confidence of knowinig the software, but additionally draws from my own experience. I want to give them real life scenarios from jobs that I have had (I am a pretty good story teller.) My first day teaching I realized I could not jump in as fast I wanted. The class was not filled with accountants but business majors, and it seemed to me that they were only interested in getting through so that they could graduate. In my introduction I had several students respond that "numbers are not for me," or "that the subject of accounting was just to overwhelming." I was explaining what they would be able to do with the knowledge of Peachtree accounting software, and how they could use it or something similar in the real world. They were not interested in the skill, and it was my argument that I could not formulate on the spot was that they, themselves, were choosing to think in that way. Some of them were saying they could not do it. What is the best way to respond to a student that is bascially saying, "this is not for me, and I am just here because I have to be?" I have had more success since that first day, and this is because I have reflected on what happened and adjusted my communication.
I try to incorporate all three techniques to ensure I am reaching as many students as possible.
Example: Most students find Health Insurance to be a boring topic. However I have found that when I lecture the information then reinforce the information using audio visual aids which provides the same information however giving scenarios and role play I get more interest in the subject. After the video I will then give hands on project. It could be a group project or an individual project. Eventually the students grasp the concept of the information. Each presentation is reviewing and reinforcing the last presentation in a different way.
Instructional style must also reflect the diverse student population. The basic knowledge that the students bring will impact the way i adjust my teaching techniques. It shows if additional points must be introduced and how in depth they must be.
By reviewing the material.
Yvette,
First, identify what your style is. You may be one that does not interact with the students and prefers to lecture all the time, for example. To enhance your instructional style you could look for different ways to deliver the content and engage the students. You could expand your role to be that of a mentor or a learning coordinator using the Q&A format. The key is to project your personality into the classroom and see how the students respond. Then make adjustments as needed so you can increase their motivation and learning.
Gary
Dr. Gary Meers
Claudette,
Good plan and one that enables your students to work in their different learning preferences. As you say you are reaching the majority of them throughout the course as you use these varied deliveries.
Gary
Dr. Gary Meers
Ellen,
Good professional development plan. I wish you much success in your graduate work and teaching.
Gary
Dr. Gary Meers
Can you please advise the way to how me enhance instructional style?
Preparation is the key component for me. It allows me to present the information in a manner in which my students can understand, but mostly it allows me to be ahead of those students who has a background in the subject or who read ahead. There are students who will test you to see if you know your subject area :-)
Preparation is the key to any successful instruction. I believe you should always have at least two ideas on how you will run the presentations for the day. This will prepare you for any anomaly that may occur. Always have hands on component or a discussion component to a lecture. This will enable students who are tactile learners to better assimilate the information.
I believe we should always present materials in three formats or ways, i.e.
• Lecture (auditory learners)
• Hands on activity for (tactile learners)
• Video/ visible representation (visual learners).
Using these techniques will allow you to reach at least 90% of your students and assist each for greater success.
The best mothod for sharpening your development style is to take continuing education courses and attend seminars. You will learn new methods that will enhance your instructional style.
Because I tend to be somewhat conservative in my approach to instruction, it has been suggested to me by my manager that my delivery could use a bit more animation and attitude. I am currently working on being more interactive with my students and adding more personality. I am also working on improving my technical skill sets as to gain more confidence in the classroom.
