Using a variety of methods of teaching and evaluating.
I try to have a back up method to my plan in case whatever I'm doing just doesn't seem to be hitting the mark. Definitely paying attention to how students are responding is key and being ready, willing, and able to change plans if that is the best thing for the students.
I try to get the most up to date information on the topic to present to students.
I find that this takes some time. The first class or two I am able to ascertain the learning preferences, and can tailor future class instruction to the learning preferences.
I try to incorporate multiple presentation methods on the same content such as: online activities, group activities, case studies, visual illustrations and video/audio material. There is not always material in each form but I do try to mix it up and follow each activity or lesson with a whole class conversation so that everyone has an opportunity to put in their own words what they got out of a lesson. I also have the students keep a journal that puts the meaning of the lesson in their words to facilitate learning.
I attempt to use as many modes as possible. I have my Powerpoint available to students before class, but add to it during class. (Handout & lecture here). Use multiple demonstrations, return demonstrations & peer demonstrations as I teach medical assisting. I have brought in samples/examples from home. Add to all that small groups or partner exercises and there is something for everyone!
I try to bring in as many physical examples as possible. I believe students truly benefit from a hands on experience.
I would make sure that I add a mixture of styles to my teaching to cover all learners within the same lecture.
I teach a variety of ways to get the same answer for math problems.
Case studies are critical in learning skill based courses. It provides assistance in building the cognitive tree needed for retaining the material being learned and increases the perceived relevance of the concepts for the student
I like to use power points for visuals and lecture along with it. I also like to give examples of real life stories that I have experienced in the workplace that relates to the topic.
I will ensure that the content instructed on is meets the the requirements in the curriculum. I also ensure that evidence based practice is used when preparing lesson plans, to ensure that the information is current and relevant in their field.
I will begin assessing the learning needs of my students on the first class session and throughout the course, I will plan the class to meet all the learning needs of my students to ensure that I am meeting the auditory, visual, and tactile learners.
I have a bunch of different background of people in my classsroom sometimes.....I plan my lectures to base around the people in my classroom.
I use alot of hands-on stuff and cisual aids.
Hi Payel,
I like and use case studies in my classes for the same reasons that you have outlined. They really help to engage students and get them thinking about how they can apply their newly acquired knowledge.
Gary
When I'm preparing for a class, I usually try to come up with different angles to every topic. I usually present the material. I try to develop exercises that will get the students to look at the material in a new way, which oftentimes is quite beneficial to students of different learning styles who were maybe a little confused by the material the first time around. When we review for a quiz or test, I again try to approach that differently by involving the students in open discussion. I find that by the time we are ready to test on a lesson or topic, my students are all comfortable with the material.
Currently, my lesson plans have been develop by our program director. I review the powerpoint presentation, review the unit in the book and complete a summary sheet. I give about a 10 minute lecture then have the students complete the lesson in the book by giving them the odd numbers.
We review the answers and have a discussion if necessary for the students who did not get the correct answer. I usually bounce the problem to the students for them to explained why then I add to it for further clarification.
I proceed with my lecture and repeat the same process until the unit has been covered.
Lauri
I will use "real world" examples from my experiences in the field. Students respond well when they see the relevance in the course to how they can apply it to their learning and where they will use it in their future work experiences.
I work at a Technical School. Academics are important but most important are student hands-on skills. I combine lecture and demo. I lecture to explain the concept, simply, demo to show skills and then have them go-do for their 1st attempt. I reinforce that the 1st try is not a guaranteed knowledge. Students must practice a skill to confirm muscle-memory and have a step-by-step understanding of the method. Because recipes are always available, memorizing is not necessary but base understanding of method is mandatory. Hand-skills and practical execution are the only way I can see if they have acquired the skill set. Although written quizzes may show if the concept is transferred, practical skills test shows me if a student can execute the method.
Case studies! If students cannot apply the information they are learning, they really aren't understanding it. So I start every class with a case study based on the previous class' information. This way I can gauge how well students retained and understood the information.
