I like to show powerpoint slides and discuss the topic in which the class is learning about. Also like to get the feed back of the students about their personal experiences they have had in the dental field as a patient.
i teach using a variety of methods and use analogies to relate theories and concepts to make them relatable to the student...
if I know a student has an outside interest in the arts... or music I try to make the lesson relevant to or equate it to the process of learning music.. one note at a time
I am using a real case study to make the infromation more interesting.
Since a good, working knowledge of anatomy and physiology is essential to anyone wishing to work in the healthcare field, relevancy of the subject is easy to establish. The depth of the knowledge in the subject is sometimes up for debate. I try to keep the students focused with mini-autopsies on fetal pigs, showing the interelation of body systems as we cover them.
Hi Lora,
Great approach. The more you can make it "real" for your students the better prepared they will be when they graduate. Many students make career choices without adequate knowledge of the realities of the career so the more experiences you can provide them the more they will know they have made the right choice.
Gary
As a lawyer teaching paralegal students, I use my real life experiences to flesh out the textbook concepts. Additionally, I use my cache of legal forms (prepared for the students to see) to demonstrate those concepts as well. This also prepares the students for having seen the legal form in the classroom for the first time instead of someone's office! Recently we attended the circuit court's criminal intake so that the students could observe all the different roles of courtroom personnel. They were able then to see how they, as future paralegals, will fit into the whole picture. The students got points for attending intake, and points for writing up their observation notes for me. I'd like to take them to an all-day trial but it is more difficult to arrange as trials often settle five minutes before beginning. But we shall hope!
I would use various educational tool aids such as computer powerpoint, slides, group discussions and student role play models to keep the student participation in class more exciting.Also, I would ask them to tell each other about different nursing practices that they like and dislike and what other suggestions the students have besides field trips.
Since I teach art and architectural history, I include numerous field trips to museums and architectural sites throughout the course. This helps to break up the predictability of teh course somewhat. I also include CDs of films and occasionally a movie. Students generally work collaboratively in groups so that the shier students are required to participate. Students are welcome to record the lectures in any way they see fit.
I agree. Whenever possible a great way to learn is hands on.
When I prepare for my classes, I ensure that all my lessons include lecture for my auditory learners, power points or hand outs for my visual and as many practical assignmenst as possible for my kenestetic learners.
Hi David,
I commend you in your effort to bridge the gap between the working students and those that are preparing to enter the field. As you know this can create a big gap between students and this can cause issues in the learning process. By showing each student they have equal status in the class and the opportunity to contribute and learn you will be showing them how a professional operates.
Gary
Whenever possible I try to relate the content either to my own personal experience in the field to show students that what we are learning is not just "book" knowledge. Even better, I try to have those students who are currently working in the field to draw their own connections. What is important here, however, is that the "working" students not get singled out and always relied on, as it can lead to the appearance of favoring one student over another especially in a lecture-discussion format. Try to draw connections on how students currently seeking a job in the industry (or soon will be) could also benefit from the material.
Hi Eric,
I make most of my activities up myself. I analyze the material and then decide on would be the best way to deliver that content. I use all of the standard delivery formats as well as games, learning groups, etc. When I have completed a course segment I then take notes on what worked and what didn't so the next time that part of the course is even better.
Gary
Hi Michael,
Good strategy. I like to do this as well. By doing a pre-course assessment I can baseline where my students are in their knowledge and skills. This helps me to know how to group the students as well as plan my instructional delivery.
Gary
To make a course's content relevant and applicable I like to bring in real world examples, case studies, current news and journal articles etc. For example, I will frequently ask students' their opinions on a subject. Have them read an article on a different view point and then discuss the topic again and will then re ask them if their opinion has changed. I have found that that is an interactive way to get them on a discussion topic and keep their interest while they are still learning new information.
I think you have some great ideas. One challenge I have had was finding or creating these activities. Have you found sources of material or do you make it up yourself?
I teach accounting to mostly non-accounting majors. This means that I try to prove the relevance to the students to keep there attention. I try to use case studies that bring in other business areas to mix with the accounting work. For how marketing effects sales which work its way to the financials.
First of all, I assess all my students knowledge level in the course and what they read so far in the text and or study materials. Then based on that assessment I know their weaknesses and areas of topic I need to teach them on. Of course, at the start and the end of my class I always give them advance reading assingments. This is just one strategy that I use, of course preparing for the class and abiding by the syllabus and lesson plans is a must.
Hi Regina,
Since the students are excited about getting ready to enter the work world they like to hear stories about events and situations their instructors have experienced. These types of stories always catch and hold the attention of the students. Good point also about needing to keep the class on course and not letting it stray.
Gary
I use a variety of methods but I think personal experiences from prior jobs is good because I teach medical coding and billing and the content relates to my former jobs. The main thing is to keep on topic and not let the class stray.
