We call it the compelling why. As an instructor, I challenge my students to ask me why they need to know the topic we are working on.
One student actually asked me why he needed to learn how to write well. That was an excellent opportunity for the class to brainstorm the power that good writing skills can give them.
Every instructor on our campus is mentored in using the compelling why in every class period. When I use this in my own classes, it is amazing how powerful a real-life example is. It allows students to build a context for their learning, and it keeps that hope for a great career alive- because they are immersed in it every day they are in class.
I try to make sure that the information being presented is both revelant, and concisley delivered. This requires much pre planning and effort.
Hi Luis,
Being a model and giving clear instructions on policies, assignments and outcomes will help the students be comfortable with how the course is going to operate. Good job.
Gary
the strategy that i have been trying to implement is walking the student step by step and explainting the rules and guidelines and cosecuences of the procedure or actions that theyre going to perform and make sure every body understands and ask them if theres anything that i can help them with before we start practice
Hi Steve,
Good job with keeping current for your students. Good instructors are life long learners which benefits their professional growth.
Gary
Strategies I am implementing in order to make the course content relevant and applicable to the learning needs of each student include presenting the students the most up-to-date information on the course subject.Instructors must be continuing students in order to meet this goal.
Hi Mario,
Good strategy for customizing instruction to specific groups of students. I am sure you have increased learning, motivation and engaged learning as a result of your efforts.
Gary
the first day of the course i ask the students what type of learning style they are,and i docuement them on my role sheet so that way i can deliver my lesson accordingly, by knowing what learners sit where,i try to get the same styles of learners to sit in groups so that way i can deliver specific info to that type of learner to a group rather than one on one.
Hi Alexander,
Great job on bringing relevant and current information into the classroom. One of the problems with textbooks is the lab between when written and when published. The shelf life of a text is about the same as that of a twinkie.
Your realizing the need and meeting it is to be commended. I hope your material will be used throughout the system.
Gary
I try to remember how I best learned or try and find out from former classmates of mine
One of the chapters in my course is on the new technologies to aid automobile drivers in control and collision avoidance. However the chapter was written at least four years ago. The technology in the industry has grown exponentially.
In colaboration with the other instructor of this course I have devised a presentation, with a powerpoint, to cover many of the new devices and stratigies. It is presented to augment the exiosting chapter not replace it. I have sent a copy to the school headquarters.
Anecdotal experiences which involves problems and the solutions.
While I teach I try to ask them why my subject is important to their career and then I remind them why as well. I allow them to use topics from their field for papers as well. I let them choose areas that are of particular interest to them. I think this allows them to feel like they are closer to achieving or being part of their profession before they truely are.
Hi Russell,
Thank you for sharing this illustration on choking for a cold engine. I am sure that your students won't soon forget this graphic way of learning a new concept.
Gary
I have used life experance association. ex: When discussing a carburator that is on a cold engine the carburator choke should be closed to cut off the air and allow more fuel in to the engine. I will have each student put their own hand on their neck and cut off the air momentarly 1-2 seconds only just to demonstrate that only fuel is getting in to the body (engine). This is one of many assocations that can be used demonstrate how an choke system on a carburator works.
I have tried to combine, lecture, questioning,
demos,and using charts , tables and graph as
my main teaching strategy in my chemistry
courses that I teach. Most my lectures and designed
as mini lectures about 2o Minutes followed by
asking individual questions, or sipmle prblems , or chemical equations performed by whole class .
Hi Jeff,
I wish you the best as you start your new career as an educator. Hope these courses will be of help to you as you get going.
If you have any specific questions or if I can be of any help to you please let me know.
Gary
I just started and I have not instructed a course yet.
Hi Teresa,
As you know students like to play games. These games really help with knowledge acquisition as they get to use course content in different settings. Helps them with retention and application. Good job!
Gary
One of the ways that I keep students interested when the learning can be bland, is that we play for example: Abbreviation Bingo...I call out the abbreviations, they have cards that I made and they have to cross out the correct abbreviation and when one calls "bingo" then they get a small prize...it's fun and students enjoy it!
