Covering the same material in several different ways is effective to meet all your students needs. I may lecture then move to hands on then give a practical problem solving exercise to promote creative thinking and team work. I always review in a different way then was first presented. if you didn't get it the first time you will the second or third.
Kelly,
Good way to learn about and program for the learning preferences of your student. This way you are going to increase their success in the course while increasing their motivation levels.
Gary
Gary Meers, Ed.D.
Our student base is more tactile learners. Many of our students did not do well in a college setting where lecture was primary was of learning. Therefore, instruction is in short 15-20 minute blocks alternated with some sort of "lab" where the student need to move into the clinic are and perform a task that was just lectured. Alternatively, small groups are put together to come up with a topic, question or skill to discuss in class.
Kenneth,
Good strategies and how you provide student support. This is how you will develop rapport with them and build on their expertise and experiences.
Gary
Gary Meers, Ed.D.
my students are design students so I tend to use visuals and demonstrations during lecture. Here are a few things that I learned today. First, I should make sure that I use mini-lectures and then demonstrate a technique, then provide time for feedback. I typically answer questions on the "fly," however it could be more effective if I have the students write out their questions and also use e-mail to receive their questions then answer them all at once. This could provide an opportunity for the students to further discuss the topic.
Mike,
Sounds like a good plan for how to engage your students and keep them focused on the content being shared. I wish you continued teaching success.
Gary
Gary Meers, Ed.D.
Most of my students are graphic design students so I tend to use visuals and demonstrations during lecture. Here are a few things that I learned today. First, I should make sure that I use mini-lectures and then demonstrate a technique, then provide time for feedback. I typically answer questions on the "fly," however it could be more effective if I have the students write out their questions and then answer them all at once. This could provide an opportunity for the students to further discuss the topic.
Yuliya,
Right you are. I use surveys frequently throughout each of my courses for this reason.
Gary
Gary Meers, Ed.D.
Raymond,
Like your approach. This gets everyone engaged and contributing in the class. This is how student engagement is enhanced.
Gary
Gary Meers, Ed.D.
A good way to find out the learning preference is to ask the students by using survey.
I have videos embedded in my lectures using power point. Using videos gives students a short break from hearing my voice and provides the opportunity for them to learn visually. At the end of my lectures, I give a complex problem and break my class into groups of three or four. In order for them to solve the problem, they must learn to work with others as a unit. I also take the students to the lab so they can acquire their hands on skills.
Sandra,
Students like variety and change of pace in their instructional delivery. You are doing both with your approach. I know your student engagement level is high as a result of how you approach your content sharing.
Gary
Gary Meers, Ed.D.
Planning classes to accommodate the different learning preferences of the students is indeed a challenge. I try to keep in mind that the average attention span is 15 to 18 minutes and keep the presentation of material within that time frame. I also try to incoorporate different teaching methods, such as; mini lectures, question & answer sessions, and hands on learning. I believe that learning is best achieved when it is learner focused, meaning that I allow the students to relate to me how they want to learn.
Melanie,
Students like change of pace and variety in their instructional delivery. So the more of both you can offer the more engaged they will be. Videos can reinforce what has just been covered and prepare the students for the next topic that will be discussed.
Gary
Gary Meers, Ed.D.
I like the idea of a short-video, they can be powerful. And of breaking up hands on application and lecture when possible or small groups.
Dave,
You make a very good point about student differences. Each class is unique and we instructors need to respond to them in an individual way so we meet their needs and provide support as needed. This is what quality instruction should be about.
Gary
Gary Meers, Ed.D.
Corean,
Students like change of pace and variety in their instructional delivery and you are doing both with this approach. This is how you are engaging them for the duration of the class session. Keep up the good work.
Gary
Gary Meers, Ed.D.
The students that I teach are groups that have different instructors for different subjects over a two year period. Over time the way the interact as a group affects their learning process. So I have to be flexible in my teaching technique for different groups to accommodate them. This gets good results because I'm working with them as opposed to trying to change what works for them.
I assign a reading lesson, then give the lecture with power-points, then maybe show a video or give a demonstration. I then count the students off into groups and have them give a return demonstration.
Viviana,
I use pretests in my courses to establish a baseline on my current students much like what you are doing. In addition, in support of your comments about test taking I like for them to take a test at the beginning of the course that is low stakes, in this case no grade. That way for returning students they can get past the fear of test taking and start to settle back into being students and see that they can in fact be successful in the course.
Gary
Gary Meers, Ed.D.
