Theresa,
Good way to get a read on your students and then do your instructional planning. This way your content will be customized to their needs.
Gary
Gary Meers, Ed.D.
The student let's me know what they think their best method of learning is and I incorporate every method. It is rather easy. Reading, highlighting, seeing (board, overheads, video), hands on.
Ed,
Good way to balance the learning opportunities for your students. This should increase their acquisition and retention of the content.
Gary
Gary Meers, Ed.D.
I lecture, show the important points on-screen with a Powerpoint, then break for student skill sessions. In addition, I give students access to PDF versions of the lecture Powerpoints.
Eric,
Like the way you unfold your class. As you know students like change of pace and variety in their learning delivery and you are providing such with your approach. This way you are appealing to their different learning preferences and this will increase their engagement.
Gary
Gary Meers, Ed.D.
When I am planning my classes, I try to break up my presentation into smaller areas that I incorporate multiple approaches of teaching. For example, I may start with an overview of the topic and short lecture, afterwards move to group projects related to the topic, followed by student presentations and/or students answering question about the topic that was presented.
This approach doesn't work with every class, but I find that when I can do it, I tend to keep the students engaged for the entire class and they seem to have much better retention of the material covered.
Sheniqua,
Like the variety in learning opportunities you are offering your students. This variety I know assists them in keeping their focus for the duration of each class.
Gary
Gary Meers, Ed.D.
It sometimes takes a while to assess how much background (education level, how long have the students been out of school, etc.) the individual student has had. After a few lectures I can usually see if the students are comprehending the material, especially after a short quiz or their 1st exam. In one of my classes, the students were aware that they would have to follow a drop of blood from the vena cave, through the heart, lungs, circulatory system back to the vena cava. I drew out the “real†path on the board (with blue/deoxygenated blood and red/oxygenated blood) and received the deer in the head light look. Next, totally on the fly, I drew the path, with the heartbroken down into the 4 chambers and so on. Finally, I wrote out the entire path in a big circle, and for some reason it clicked for them? Maybe because it was the third time or maybe the diagram was easier to follow. Either way it worked.
I lecture, I demonstrate and lecture through process step by step and procedure and I observe student procedure while reinforcing previous steps as they are repeating them. We assess all finished product as a instructor/ student on step by step assessment and improvement plan.
I try to access the different learning styles in a classroom, which can be difficult because students will often volunteer the information. I find giving out a written assessment where they answer questions related to such is helpful. I also find that this can be helpful when dividing students into groups that "work."
I agree with Gary. Certain types of content is easier to juggle than others. However, I constantly stress flexibility to my students. The fact of the matter is content will not always be delivered in your preferred style and the facilitator may not be "the best" by your standards. Nevertheless, the concentration must be on obtaining the information.
I try to utilize materials and tools that will appeal to audiovisual and tactile learners. I try to stick to the 15-minute mini-lectures with the aid of PowerPoint, I usually show at least 1 video per lecture, and have at least 2 physical exercises or activities for my students to complete in a group. It works, however, the task is keeping the material fresh and innovative each and every time.
William,
This approach is comprehensive and targeted. This way students will be engaged and have content delivered to them via their learning preferences. This sets up a very supportive learning environment that will lead to student growth and maximized learning.
Gary
Gary Meers, Ed.D.
Being fully cognizant that there are three main learning styles (auditory, visual, kinesthetic/tactile), I try my best to incorporate activities that incorporate all three. Prior to each quiz/test, a review activity is conducted. One activity that I frequently use involves me calling out potential tests questions (auditory), and have the students run to the board and write the correct answer (visual and kinesthetic/tactile).
I find it beneficial to plan instruction and accommodate for people's different learning preferences by manipulating the environment to make it most conducive to learning. In addition, I enjoy modifying the mode of information delivery to the individual, always with the mindset of giving clear concise directions, with demonstrations as needed. Trying to identify the significance of the subject matter,and how the material will apply to real life is also a fun strategy that I like to employ when accommodating for different learning preferences of students.
Angela,
Students like change of pace and variety in their instruction delivery and you are providing both with your methods. Keep up the good work because you are going to keep them engaged this way.
Gary
Gary Meers, Ed.D.
I think the best way to plan instruction to ensure you reach all learning preferences is to mix up your teaching style in your lesson planning. Try to implement lectures that are minimal and then do a class activity or demonstration. By changing your style you keep the class engaged.
Amy,
Good discussion on how to touch upon the different learning preferences of your students. Students like change of pace and variety in their instructional delivery. When you offer these two methods you are reaching the different preferences and keeping the students engaged. Also students need to learn how to intake information and content that may not be presented in their preference because they are probably have to in the workplace.
Gary
Gary Meers, Ed.D.
Quite honestly, I find it very difficult, depending on which content I'm teaching, to accomodate all the different learning styles. I feel like it gets talked about A LOT, but there is a fair amount of didactic content that just does not lend itself well to kinesthetic or tactile learning. Then, separating visual and auditory learning also presents its challenges. Those who learn by listening need to hear it, buth then those who learn by reading and those who need lots of visual aids won't be reached successfully. In all of my studying of the various learning styles, the whole concept of capturing all of them without serious repetition or overlap seems, frankly, an exercise in futility. I recognize the goal, but, if I'm objective about the matter, I know, regardless of which style I'm targeting, the others are being missed. So, in lab, my non-kinesthetic learners are totally disengaged; in lecture, my kinesthetic learners definitely are tuned out. Readers can follow along in their books, as long as I ensure my lecture follows the text. However, that limits my freedom too. It's a very perplexing subject.
Susan,
This is the reason we need to offer instructional variety so we can connect with the different learning preferences of our students.
Gary
Gary Meers, Ed.D.
