The added benefit to keeping up to date on my own training is to be reminded of what it's like to be a student, and also how I learn new material.
Truthfully, I am relatively new to teaching so it has been a learning journey for me as much as it has been for my students. Nevertheless, I have tried to implement activities that allowed students to think and to explore concepts presented in theory and/or at the clinical site in new and innovative ways. Examples would include presenting them games that quiz them for their knowledge level, then further discussing the question and applying them into clinical practice. These games will take place periodically during post-conference. Selecting an area or concept presented in the course objectives and having students divide into teams and present their findings regarding an applicable diagnosis or concept. Basically, I try to challenge the students, which I feel will ultimately motivate them and help them retain value knowledge and what they are currently learning in the course.
Being a barber we rely on more trial and error then anything. There is more information in repatition as in more repetative actions then studing.
By changing the types and level of questions per student I feel I can allow different learners stay involved in learning. Also having an advanced student pair up with a student who is having problems allows the slower student to feel that he or she is not being singled out and learning will be easier.
Some of the things I have tried are using scenarios for troubleshooting and overall thought process about how something works. Having pass around parts available so they can visually see the part and what goes with it. I try to have a lab that can show them things that are hard to visualize - like electricity or airflow dynamics or fuel flow. I try to use these along with lecture to try and capture all the learning styles. Unfortunately like evrything else sometimes it works better than others. The good thing is if it doesn't work, then you can try to adapt it so it does. This helps out both the instructor and student in the long run.
Anthony
Our course is more lab work/hands on than not. By discussing these tasks and relating them to real world examples that they are likely to see in the field, the students see the relevance and also realise that the most "glamorous" jobs in the field may not be the ones that make them the most money.
I like to show the students real world applications for the content that has been given to them.
I use training aids and hands on with all equip and the proper use of this and all other tools,paint brushes and or airbrushes etc.
I also do as much as possible live demos and hands on helping and teaching.
I teach basic automotive courses so the most relevant way I can apply the course material is to pass around parts in the classroom and then work on cars out in the lab. I try to use examples of repair problems that relate to the types of cars that they drive. i also try to direst them toward solving real life problems that they would actually encounter in their first year in the field.
We have computers for interaction and other training aids so they have some thing to touch and feel to apply there skills we cover. With the computers they apply what they are going to be doing when they get into a job.
I take whats commonlly miss understood and diffeent angles to id how a system works.
Hi Mary,
By sharing these experience you are also building a base for relevancy on the part of your students. They can see that the content you are asking them to learn is based upon your real world experiences. Keep up the good work.
Gary
With 20 years experience in my chosen field, in a profession that is physically, mentally, emotionally, spiritually and intellectually draining, I find a relating on-the-job experience (edited somewhat, of course) is an effective strategy in making the course's content relevant and relateable to the students. In other words, I can talk the talk because I've walked the walk.
I use real world examples from my own experience or those of my peers.
I use lots of examples of how they can use the learned skills to make a profitable living.
I make sure I have training aids to pass around.
I use pictures and Flex tech presentations for visual information.
I have questions I plan to ask during the day.
I get them out of their seats and go to the lab or parking lot for demonstrations.
All key points I try to deliver with more than one method to help with diffrent learning styles.
I have found that pictures and hands on demos work the best for my students keeping everyone active is the key. if there body is moving then they are thinking.
Hi Barbra,
You are doing an excellent job of demonstrating to your students the relevancy of what you are teaching them through both examples and application. Well done!
Gary
Our students have to pass a national board exam in order to get licensed. I continuously read exam questions from old exams and review books and make sure the information applicable to my course is in the course. Also, having been in the field for 10 years, I consider what I would want an employee to know and I utilize real life examples of why the information is relevent to them. They seem to appreciate the examples/case studies- it makes them realize 'oh, this is important for me to know'....
I have been writing powerpoints for the clinics that I teach so all of the instructors will be teaching the same thing on the the same day and have broken the powerpoint down to a 30 to 45 min. lecture.
I make it a point to find out where my students are from,why they are here, and what there plans are. Then I tailor some of their extra tasks to each individuals future needs.
Some of the strategies I use for making course content relavent is using different delivery methods for different learning styles. Keeping all my students challenged and fully engaged while not overwhelming others is a delicate balance that varies with each class.
Staying abreast and stimulating discussions about new technologies in our field builds interest and excitement.
Teaching the student a logical systematic approach to solving problems prepares the student for problems that they may not have previously seen before.
Because the course is competency based the students know they not only will need to pass a written test but also will be required to individually show proficiency in solving an actual problem with a vehicle system in order to pass the course. This does put stress on the student but when they successfully pass the course it gives them alot of satisfaction and confidence that they are ready to solve actual problems they will encounter when they enter the work place.
