Demonstrations
I understand the importance of scheduled demonstrations & we predominantly use only planned demonstrations. I teach in a medical program though, sometimes very dependant on the cases that walk in the door & when they do come in as to the types of tests/procedures we will be doing. (they don't always come in on the days of parasitology lecture or hematology, etc.0 Typically, the other main instructor & I will try to gather as many students as possible if we have something unusual/unique. This can involve "rounding up students from the lounge". After reading the material on demonstrations, should we not "disrupt" the students? We tell them point blank when they enroll & during the classes that if something "cool" comes in, we'll show as many as possible, even if they aren't in that course. They may not have that opportunity again. Should we approach it differently?
Hello Alicia,
I demonstrate the use of markers to Interior Design students. I first show them the finished piece, which gets them very excited about learning the tools. I go step-by-step all the way through the illustration. After I am finished, it is their turn, and I go around the class to assit and answer questions. Often the word spreads, and other students want to come in and try themselves.
I think your approach is great, and it really helps motivate students to learn more.
Hi David,
Repetition really helps with retention. After seeing and then doing the student is integrating the knowledge and skills required into their working memory.
Gary
I use demos daily as I teach in a culinary school. First I talk about the dish then I demo it and finally the students will make the dish. What I have found that works best is to have an open lab the next day before class and I encourage student that might have had a difficult time to come in and do it again. it's amazing the second time they do it they get it.
Hi Gail,
Right on with your excitement concerning showing students "cool" stuff. We all like to see new things and learn about stuff that is of interest to us. This way we are set up to anticipate learning choices. You are going to have them interested and motivated with these methods.
Gary
I think that is a great way to show students stuff. Even though they may not be in that particular class, they will eventauly get to that class and the 'cool' stuff may not be around at that time. Seize the day to show off the good stuff. Keeps them interested and motivated.
Thanks for the clarification
Hi Alica,
No your approach is sound. We need to seize the "teachable moment". As you say such a case might not come up again during their training. The point about planned demonstrations that I was trying to make in the module is that we need to plan for them. I find many instructors just walk into the lab and try to conduct demonstrations without the having all the equipment or supplies needed for the demonstration. This frustrates students and should not be done.
Gary
