Teaching in a career college provides instructors to present information to the students using many learning styles. Reading the required text that has graphs and pictures, lecture with PowerPoint slides allows for both audio and visual learner styles. Demonstration and lab activities and check-off covers the tactile learner. It is always rewarding when theory and book knowledge comes to life for all the students in class.
Hi John,
Right you are. The more knowledge we have about instructional options and our students the better we can blend the learning experiences to better suit their individual needs.
Gary
Hi Jacenta,
I am sure you are going to find that once you have done this you will have greater comprehension on the part of your students because they are working in their preferred cognitive domain thus they are able to internalize the information better.
Gary
There are a lot of good ideas in this forum. One key factor, I think, is assessment - doing quick comprehension checks, minute papers, or quizzes to see how many in the class are on track with the objectives of each class session. This provides a framework for an iterative style of teaching (using differing teaching models) to accommodate varying learning styles.
I plan on figuring out which learning preferences are in the students within the class and then when writing lesson plans, vary the learning techniques in order to accomodate for each and every learning style.
I teach fine arts courses, so utilizing varied delivery methods is standard. I demonstrate, I have students try the task, I show other examples, and I talk about the process!
Training Aides are a useful tool. Demostrations of Lab exercises before going to lab, going over lab packet in full before going to lab, Demostrating of equiptment prior to going to lab. Asking questions helps gauge what the students are learning and helps me see what i need to spend more time on. Taking notes while in lab looking for common misunderstandings help improve future classes.
My class is a 50/50 lecture lab format as required by the syllabus. I've structured the class to get the background information in a series of lectures that cover equine anatomy to common diseases, and as much other pertinent information as the class allows. My labs are 100% hands on and re-enforce the students understanding of the lectures.
May not be on the first day of class, but sometime during the course I take a moment to access each student learning preferences. I have a worksheet that ask many different questions and then I comply their answers to see who learn better w/ written work, auditory, visualization, or tactile.
I find that many of my students learn with visualization.....
When I am lecturing I try to include all learning styles. But, at time I can only do one.
I try to confirm learning styles in three ways when I am teaching...(1) have the students write down the lecture from the powerpoint, (2)I verbally speak on the topic, (3)I write on the board (visualization)
In my current classes they are very much hands on lab based courses. So I've been modifying my style as we go to adjust to the students. I've found that a combination of demonstration and personal trial and error during class time has become the most effective.
In class, I tend to often follow the following method
1) I explain it (mini lecture w/visual aids when applicable)
2) I demonstrate it and/or we try it together
3) Students then try it on their own
For example, I might give a mini lecture of what prewriting is all about, then demonstrate how to do a brainstorming list, then have the class give me input as we create a cluster together, then have them try out another form of brainstorming individually.
Trying to get to the hands-on materials and lab applications as soon as possible. It's exciting for the students to be able to actually do the task and I think it helps students retain more. Although the down side is getting them back into the lecture mode and into one large classroom. A small group approach meets the needs of many students.
Since I teach languages, I use many methods. I prefer showing grammar explanations with the help of Power points, pictures,etc. I also switch around to keep them interested. I use audio methods, they not only hear me but others talk in the foreign Language (the news, music, etc).
I try to incorporate a variety of different teaching/learning activities into my lessons. I use mini lessons to introduce new concepts, and then I try to thoroughly explain what tasks I want students to practice. Typically, I incorporate a lot of "think-pair-share" activities into the classroom so that students have time to consider ideas individually, share them with someone on a one-on-one basis (writing these responses on note cards or large post-its)and then the class comes together as a large-group and shares responses on a comparison/contrast basis. I prefer posing questions and allowing students to discuss rather than "telling" students what they should be learning, I try to get them to arrive at the objectives through their discussions, and if students aren't arriving at the planned objectives, I typically try to offer alternative, probing questions to help. In addition, I always post the questions on the board as well as give students a handout (to accommodate various learning needs). I guess the list of various things goes on and on when one really starts to think about it. . .
I use situations from my full time clinic job. Ask the class how they would handle certain situations. I have gotten great feedback from doing this.
Preparation by review materials and have at least 2 methods to assist learning
During lecture classes, I try to implement a few different delivery methods when possible. I am speaking and discussing with them verbally, and will try to illustrate with graphs, diagrams and such. Ideally, they are taking notes at this time. When we go to the studio, the hands on portion usually takes care of any gaps.
Hi Heather,
Good comprehensive approach to offering your students variety in their learning. This is what helps to keep them engaged in the learning process.
Gary
Hi Oriole,
How you do it is to look for a variety of ways of presenting the content of your course. You mentioned that many of your students are visual learners which is one of the learning preference areas. You can also have the students work in groups, have discussions and provide them with guided notes all of which can appeal to their different learning preferences. This way they have some choices for how they can receive new information.
You are on the right track with what you are currently doing. Look for things you can do to engage them in the learning process each time you present material and your students will have learning success.
Gary
I try to combine all the different aspects so that each student's learning preferences and needs are met-- each period combines lecture, demonstration, lab work, reading, and a group discussion/assignment. I've had good feedback from the students and feel that it has been a fairly successful strategy.
