I think psychology is an easy one to change for different learning styles. There are so many visual examples, definitions, video clips, and online resources that the instructor and students will all be entertained as well as learning. For example, the concept of classical conditioning is a challenging one for many students to grasp. The differences between the unconditioned stimulus and response and the conditioned stimulus and response is very confusing to some students. So, in addition to reading about the concept, I include a video clip of Pavlov's experiment which puts the terms into action. There are visual and auditory elements here which meet many learning styles. By providing a strong variety of delivery methods, it not only keeps the material interesting, but it helps to change things up which is good for the limited attention span that most adult students have.
Melissa
Teaching online can present some challenges for tapping into the variety of learning style needs. Auditory and Tactile mostly. I have found audio clips and mini homework assignments or activities meant to stimulate their needs work well. Sometimes setting up a chat opportunity to connect and respond to real-time questions as well. I think knowing more about your students learning styles is certainly more beneficial! Katie
I find that the best way for me to make my courses relevant and applicable is to be highly knowledgeable in my field. Students actually do listen to their instructors and they want to hear about real-life experiences. Not everything is textbook and I find that I do better when I am open and forthcoming about my experiences.
Lacey Finley
I think one of the best strategies for making course content relevant and applicable to student learning needs is by providing examples that are current. If an example can be applied to something in the media or in reference to the campus or classroom, the students have a better chance of understanding the relevance and and the material may make more sense. This approach can also generate more or different questions. It may also be interesting to have students try to provide present day examples to open up dialogue and gauge their understanding of the material.
Karen,
This is a good idea. Breaking up the class allows the students to put in place what they have learned and to ask questions before leaving the class.
Shelly Baker
Generally I will use a life experience situation where a particular days competancies and/or lecture relates directly to that life experience or to the days competancy. For me, I think it helps to explain better what the course is asking for, what to look for as the student is performing the task, and how to get the desired end result.
Hi Scott,
The use of real world examples helps the students to see relevancy and application to what they are studying. Thanks for the comments.
Gary
I think the best idea I have had is to bring real-world situation into the learning material. No example is better than an example that is actually happening. Students need to see the link to the outside industries and the course material.
Years ago when I was in school my drafting instructor would demo for one hour non stop the drafting project we were on. I learned that way but it doesn't work with my students. So In my pattern drafting class I break my demo into 15 min sections then I let the students go start on their work and I walk to each student and answer their questions and give one on one attention. This really lets me see who needs what kind of help and I can adjust my next demo.The students value the individual attention also.
I like your three 45-minute letures system but I think the key is your a great instructor that cares about the students. I would talk to your department head about geting more intresting classes if you don't like Intro to Computers in the future.
keith steege
Hi Jamie,
Not only are you making the course relevant for your students you are showing them application as well. Good job.
Gary
Hi Mark,
Good way to make the course relevant to the needs and goals of your students.
Gary
Hi Caryn,
I like you like case studies for my students. They really get into them and work hard to come up with solutions.
I wish I knew more about biochemistry so I could make some suggestions for case studies but I know nothing about this field as evidenced by my grades in the subject when I was a pre-vet student.
Gary
I try to add real world programming examples to my programming courses to supplement the material from the book. Students like examples, so I find this helpful
I ask what program they are in and then we go through and relate how and why the class is important and critical for their particular program.
I teach Earth Science courses and have found a great way to make the content interesting is to relate Earth processes to their daily lives. For example, many students don't realize how important the natural world is to them until they complete an assignment where they talk to their local water authority in order to determine the source and quality of local drinking water.
Hello all,
I have tried to make all my class content relevant to the learning needs of students (although I will admit, that it has taken a considerable amount of time, and that things don't always go as planned).
An average day starts with me arriving an hour early to review the material I'm presenting on that day. After that it's to the computer to catch up on email and administrative duties (this is finished about 10 minutes before class start). I strike up conversations with students as they enter the class, and allow those conversations to develop until nearly all students are present. To get the class to focus on me I start Roll Call (take less than 3 minutes- but they are listening for their name so they can verbally respond—if I don't hear them, they aren't present).
The class at this point has come to order and the lecture starts (hopefully) with a lead-in that ties into the conversations being held prior to class.
My lectures generally require me to be at the front of the room, presenting the information by way of Edutainment (orally). I am, at the same time, writing all key points on the board and encourage my students to do so as well.
When ever possible, the lecture breaks for a related PowerPoint presentation, or a show and tell of what ever topic is being discussed (for example: Paper varieties).
This leads back into a bit more on the board, and then the exercise is presented.
I allow the room to work individually, or as a group depending on task. After completion of the lab, we re-group and take a look as a class discussing the results of the exercise.
Then the project relating to the lecture and exercise is given. Questions are asked, the subject re-addressed, and work begins.
I follow up at the end of the day with suggested readings, from the class text.
I think that covers it,
thanks for reading.
I have the students writing papers on life goals and what they want out of the class. I will use this information to develop my course content and learning needs.
I teach in the exercise science field as well as in the nursing field. I have found that using case studies are the most effective way to get my students learning. They apply "real life" situations and force the students to use critical thinking as well.
I am still trying to figure out a way I can apply this to my unit on biochemistry...
Hi Frank,
Good approach in trying to show relevance to students that may not see it. If they can see how the new information that they are learning can be applied in other situations it helps them to appreciate it more. Sometimes as you say this is a tough sell. I teach several of these required courses so I have to work extra hard to help the students to stay engaged on what we are doing.
Gary
