Hands on Vs. classroom discussion
I am experiencing in my class room that the hands on approach is certainly a better way for my students to be able to comprehend what it is that I'm laying out in front of them.
It is very difficult to describe sound, yet we all have an opinion about how something should sound.
Most (if not all) of my class are creative people, and teaching the mechanics of a large PA system can sometimes be challenging if we are simply discussing the mechanics.
I'm trying to figure out how I can keep the "bookwork" interesting enough to keep creative minds focused.
Hi Janice,
The comments you made about keeping student interest while dealing with theory based content is a common one. Most instructors find that a mix of both content and application keeps the student focused on the class. Your idea about splitting up the class into theory and application is a good one. The key will be to keep the bookwork group focused and progressing while the application groups practices the procedures. It may take a couple of times through this organization format before you see it really flow but I am sure this will work well for you. You might even want to break your bookwork groups into small groups of 2 or 3. This smaller groups generally stay on task much better.
I wish you the best in using this new format.
Gary
I teach skincare (esthetics) so hands-on is definitely used and I find the students "come alive" when I announce we are heading into the clincal lab.
The problem though is motivating and convincing them of the value of theory! This is a new group so I am promising them that the practical classes will increase in number and that the theory will start to make sense as they apply more hands on. Somedays I just look at their faces and say, "OK, close your books and let's go practice instead." It seems to help.
Any ideas? I hesitate to add more homework and reading outside class in order to spend more time in the lab. I am thinking of setting up a writing/reading space in the lab and breaking them into 2 groups- one works on bookwork together while I do hands on then switch after break?
I usually bring tools and equiptment into the class room to demo a task before we go to the lab area this helps them under stand the task before we get into the lab
I find that my students enjoy hands on Vs classroom discussion. I find it hard at times because we don't always have the equipment needed to demonstrate. The books have very good illustrations but I find my students wanting a visual and especially hands on.
My clinical classes are more effective because of hands on.
Good idea: you might also want too add to their previous knowledge. The spray paint analogy for fuel. When the paint can is full the paint particles are tiny and it sprays evenly. When the pressure runs low they get large and leave large drops on what you are painting.
A quick dramatic demonstration of a concept
can be quite effective in helping students
to understand a concept and keep them interested.
I use a demostration where I pass high pressure
air over a straw in a glass full of water
to demonstrate basic carburetion, the cloud
of water mist really attracts their attention
and makes the concept visible instantly.
A bit of feedback from microphones that
are to close together might give them
a clue and wake them up during the lecture
and I am sure a loud pop or 2 might help,
I'm sure you get my drift.
I have a similar challange instructing an automotive course. It's one thing to read and talk about ignition timing but it doesn'r really sink in until you hand a student a timing light and have them set the timing on a vehicle. Theorey is important but its best to show practical aplication when ever possible.
