Hi Wayne,
Good point about application of course content. You are making it "real" for your students. They can see relevancy to what you are teaching them. They know they are going to have "take aways" when they have completed your course.
Gary
I teach writing, and I try to continually focus on how writing is important in all phases of school, work, and community life--even if our daily life does not involve writing essays as is done in class. I try to provide relevant examples.
Phil
group projects - presentations - games
I have a good understanding of what my students' goals are after graduation. I also stress that in most cases it's not necessary to memorize a formula or format but rather to understand what concept the problem or issue is addressing. Once they understand that in the business world, they can apply the concept to their job. It's relatively easy to dig out a form or formula to begin solving the problem. For this reason I use a lot of my experience is giving examples of the chapter's learning objectives.
I find that I am constantly revising the class schedule (a syllabus addendum). I have a fairly detailed lesson plan, accessible by Blackboard. When assignments or topics change I re-do the schedule. Keeping it current usually means changes once a week. I have one 3.5hr class per week. A question....I only put assignments on the schedule one week in advance generally because I want to make sure I sync the class discussion with the homework. Also, this is the first time I'm teaching this class so I need to thoroughly read the chapter to pick out the more important topics for the homework, tests, and quizzes. Some students would like to see all the homework assignments at the beginning of the course. Any ideas?
I am a serious believer in the use of case studies.
I firmly beleive that the use of case studies is the best, most effective and most efficient means to get students real world experience in a subject and get the engaged and thinking like professional in the subject you are teaching.
I have used case studies in virtual all my class and have always been successful using it.
I would have to say that I have tried to respond by listening to students feedback to questions I have posed to them about what they would like to know about how the courses teach apply to their career field.
I have found that most students want to understand where they can apply the information from the course in their jobs, lives or where ever. At every opportunity, I try to provide varying degrees of relevancy and application. The positive feed back I have recieved comes from all class grade levels (A-F)that I am onto to something here. Even the poorer performers have offered praise & thanks for making the material relatable to their life.
Hi Michelle,
Good approach to showing consistency in relation to what you are asking of your students. By having them write down expectations and then following up on them you are showing the students that their expectations are or real value to you and you want to help the achieve those expectations.
Gary
Hi Darryl,
Great way to bring variety to your classes. With your format you are appealing to all of the different learning preferences that your student have. This should keep your students engaged in the learning process at all points.
Gary
I think it very important to know your students and thier expectations and goals for the class. I have my students write a little about themselves during the first class period, and we discuss expectations for the class. After a couple weeks I check with them again and ask them to write if their expectations are being met and for suggestions for improvement.
Being an instructor in the culinary arts, demos and on hand exercises are the best way to implement the theories discussed in lectures. Nothing is better than having the students do the exercises themselves and being constructively critiqued on.
If demos are not relevant to some of the subject matter, then I have incorporated using the internet, magazines, books, charts, videos and dvds and even television programs to send the message across. Using a variety of presentation methods keeps the students interested and focused. I like to do what a boxer's trainer might say "mix it up (punches)"
Hi Erik,
You make a key point. That is student understanding of relevance. Helping them to see that what they are learning today will help them tomorrow. Students often miss this concept since they get caught up in trying to complete the current requirements of their courses and lose sight of the big picture that this course has a part in playing in relation to their future.
Gary
I found very usefull keeping the lectures short and incorporating some type a demostration in the classroom or the lab that give the students the oportunity to apply what we cover during the lecture.
Hi Raymond,
Great way of offering variety and application both to your students. Your method enables them to keep engaged throughout out longer class sessions.
Gary
I try to make the assignments and course material reflect their interests. Particularly, I try to connect the idea that the skills they learn in the class are a major component of their overall career goals.
What they take away is of great importance to me. I want to make sure that no matter their interest in a segment of a course, they can find something of relevence and personal interest.
I teach in a lab setting. Breaking my lecture into 20-25 minute segments, calling the class over to an area to get them to move around a little during the lecture for a 30 second demo, and myself walking around while I speak are a few ways to hit upon different learning styles. Students will be preforming actions based on my lecture following the delivery of information so even the hands on learner will be applying 'fresh knowledge' to whatever actions might be practiced for the day.
I try to make the assignments and course material reflect their interests. Particularly, I try to connect the idea that the skills they learn in the class are a major component of their overall career goals.
Hi Carolyn,
Good job of making your course content real. Students need all of these experiences they can get so they will be able to problem solve and react to situations when they are in charge of their own kitchen.
Gary
