I try to teach to all four of the learning styles. I like demenstraiting what i just did lecture on. most of the time it leaves an imprint on their brain.
Hi Regina,
The observe, do and teach model is a good one for skill development. Each time a student goes through the procedure with another student they learn just that much more plus the procedure steps start to become more a part of them. Good model to follow.
Gary
The strategies that I have implemented are; see one, do one then teach one. I have clinical students and I have found that after they have observed a procedure they can them do the procedure and then assist to teach the next student that is having trouble with that same procedure. This has been effective for my groups of students.
Dr. Meers,
Sorry for the delay. I was busy with the othe questions. Onward, matching content to need is very important. Being that I have a short leash with the amount of change I can make. To match content to needs and keep relevant, I will cover the material and at certian pointsin the lesson I will take short 20 minute breaks and either demonstrate the material in the lab / classroom and them have the students demonstrate what they have learned, by simply persoming the task or we will have a timed challenge. This method seems to be really consistent in getting all students involved and meeting most all of their learning needs.
Hi Dr. Ernst,
Great idea! I use 3x5 cards to solicit the needed feedback information from my students using basically the same format. I can quickly flip through the cards and get a accurate picture of where things stand in relation to the students. I really like this method as I can tell you do to help me make any needed changes, redirection or expansions to make sure the class continues in a successful direction. As you know this kind of format has no risk to the students but enables them to give honest and direct feedback to you.
Gary
A tip that I have used is to get feedback from the student by using the "Stop, Start, Continue" exercise. I have students take out a piece of paper and write down what they want me to stop doing, start doing and continue doing which they then turn in to me (no names). This gives me a quick way to evaluate my teaching and what I am doing that is helping my students (or in some cases, not helping). It can be done anytime throughout the quarter, but probably not the first day. Once I get the feedback, I can adjust my teaching accordingly.
Hi Pamela,
You are using your "common sense" and many years of observing people when you talk about "tuning" in on your students. Many times instructors don't think that they have the skills to be teachers when they are first starting out after being in their career field for many years so they check their common sense at the school house door. A big mistake. That common sense serves instructors very well as it has gotten them this far in their careers.
By having a personal professional development plan you can move from being a just a subject matter expert (SME) to an instructional delivery expert (IDE) as well.
Keep up the good work.
Gary
As I was helping to develop the Beauty Make Up course, I thought of what I would like to learn if I was the student, what questions they may have and problems they may come across as they learn. I also stay abreast of the trends in fashion, make up and the music and entertainment industry. I continue to observe, listen, and otherwise "tune into" my students, as different personalities and styles come into the classroom. I am not always "on the mark" since I am not a mind reader, but through many years of experience I have acquired the subtle perception that enables me to "dance" creatively with each new class that I teach.
I use current events related to the course work, and allow the students to use critical thinking for different conclusions. This also allows students to apply their personality and knowledge into the conclusion of an answer.
Hi Manuel,
Welcome to the profession. I know you are going to enjoy having a part in developing the lives of your students. The sharing of your knowledge and experience with the next generation is rewarding in so many different ways. I wish you the best in you new endeavor.
Gary
Hello, I am a brand new instructor and have not yet been able to use what I have learned in the class yet. I am eager to start in these next few weeks and planning on using these skills I have obtained in the last few weeks to find my teaching style.
Hi Ken,
Good way to keep you and your course current. I really like the way you are reflecting the current requirements of the industry by using your advisory committee as much as you do. All career colleges are requirement to have advisory committees but often they don't use them as effectively as they should. Sounds like you are really using them in the advisory role for which they are intended.
Gary
The courses that I teach are very software dependent and I use three ways to insure that the course content is relevant to, not only the student's needs, but also what is demanded by prospective employers. Those techniques are as follows:
1. Current software updates and educational aides offered by software suppliers and textbook publishers.
2. The direction local employers are taking with respect to software as supplied by advisory committee members.
3. Feedback solicitated from former students.
In addition, active participation in technical societies by attending appropriate conferences and training events.
Hi Mary,
What I would suggest is that you set down and list a number of different situations that have occurred with you or others in your field. Take these suggestions and turn them into case studies. Break the students into groups and see how they propose to resolve the situation with a customer, client, or patient. Have each group report out on what they come up with. You will be surprised because the students will come up with great solutions because they want their group to be the best. A little competition will help this along. Plus, they will start to contribute to your file of case studies and before long you will have case studies that fit every situation that your students need knowledge about.
Gary
Using examples of real situations, what the software is used for, why the medical institution picked that particular software is one way of making the material relevant. When students have real hands-on assignments, it helps them to relate the skills they are learning to what is going on in the office. Sometimes I word examples by asking the student how do they feel when they are the customer, client, or patient. However, this is a weak area for me. What could I do to improve this area?
I would use demonstrations and hands on experience to keep thing relevant in the classroom.
give an example of something where knowledge of this course has helped you in the real world.
Explain this is valuable information that they will be able to use in the field and perhaps anywhere else it may be needed.
I have found that my skill has benefitted me in all aspects of my daily life, and not just when I am at work.
Hi Fred,
You are giving your students multiple ways to process information. This is so important for the students so they can use their learning preference for processing course information and content. You are right on with time frame that you use for your lectures. I am sure you are able to keep your student focused and engaged in the learning process.
Gary
I review what the Advisory Boards suggest the students should know in both soft and hard skills and match them to the content of the textbook. I focus on accuracy with any data entry.
I handout a sheet with instructions and an area for students to make notes. Then I use a network presentation to show students how to complete the software tasks (Bold, Underline, etc.). I try to keep the guided lecture to 10-15 minutes.
