I try to expand their idea of what the topic actually is and the career fields related to this topic. This always surprises them and makes them more curious.
I always research for up to date current applications off the internet that allow me to demonstrate how a topic or concept from the course can be used to solve the problem at hand. Perhaps interpreting the results of a recent survey, or watching for business news stories about a product that is struggling. In other words, every news story can become a potential case study that can often be integrated into a class lecture.
I also use all methods available to me to reach all of my students. I use audio to deliver theory, then I will use visual so the students can see the theory in action, then I use tactile where the students will play out the role of the theory.
I have used forums, group in-class projects, exercises based on individual student work or personal topic choices and comparison assignments with current events. I believe the most relevant way to implement course content is
to have the student cross compare what they are learning to a viable real world example.
after my lectures i always show real-world examples from current or past professional designers. this not only enforces the topic of the lecture it also enforces the concept of finding inspiration from the past.
sometimes i pass around successful projects by students who have already taken the class or share my own professional examples and ways of problem solving.
Hi Alan,
Excellent point about understanding the values and interests of the students you are teaching. This really helps you to understand where they are coming from just as with your experience of living and teaching in Japan.
Gary
in continuation.......
I would like to use this activity from the very beginning of my class. Teaching adult learners, some of them forget how to note the main points. I can see how the students will retain alot more content information and reinforcing it by writing it down.
Can you please email me a sample of your structured outline and format?
Thank you, Marife
Hi Gretchen - We are using a similar approach now building a tie in piece to their major, and more specifically on how the course relates to their future career aspirations.
Several years ago I read "Pedagogy of the Oppressed" by Paulo Freire. Freire's message was that before you could teach a student you needed to understand the student and what the student valued and understood.
I've focused on active learning style based upon anchors that the students understand. As my students vary in socio-economic status I have to consider values and interests quite different than my own. I've taught in the US and years ago in Japan. In that sense I have been able to focus on similar value systems and interests. I have not taught in a third world country environment where finding those anchors would be more challenging, and take more on-ground time to understand. (In the case of Japan, I lived in the culture for two years before I actually was teaching and developing curriculum.)
Hi Jill,
I wish you much success in making the connection between literature and culinary arts. If the students can see the connection then their lives will be enriched and their careers as well. This gives them more global perspective and a wider network of understanding of how literature and culinary arts can complement each other.
Gary
When I plan assessments for my literature course, I like to give students a choice. Students are given the option to make digital movies, draw comic strips, rap poetry, perform a play, etc. The choices are based on the theory of multiple intelligences, and students like having a choice. It's a great way to accommodate learner preferences.
I teach literature at a culinary school, and it can be hard for students to see the necessity of taking the course. I try to relate the big themes to their personal lives. If my students can relate the literature to their lives or current events or to other songs, movies, etc. it helps them to see the relevance. My goal is to help them make those personal connections and associations.
I continually turn information back to student and ask them how does it apply to your world, be it family, friends, work, ect.
I mix it up. I like to use a number of means of getting information across; my students learn by observation, doing, trial and error and guest speakers, among others. The students reaction to different means is reflected in their success. Seeing students grow in their learning is exciting to me.
Hi Marivic,
Good point on how to bring balance to your instructional delivery. By offering content as needed with supporting input from students as they report on their projects the class gets content coming to them from a wide variety of sources.
Gary
Unfortunately, that seems to be true for some instructors (based on feedback I've received from students).
I like to teach by having the hands-on materials available while I am lecturing thus using them as visual aids as well as tactile aids.
I do not lecture in the traditional classroom setting, but I do teach a lot during "post-conference" out in the clinical sites. My strategy for conducting post-conference is to find out what content is being covered in the classroom.
Sometimes I will assign each student a specific topic being covered in lecture and have them understand and know the material enough to give a "mini-lecture" back to their fellow colleagues. I am of course available for added input or to answer any further questions. I also like to give as many additional handouts or information relevant to lecture topics that I can find.
I have found that students tend to retain and understand the topics covered during post-conference much better, just by the simple act of hearing the content in a different format and being able to discuss the material among colleagues.
What I normally do after the lecture is go over important things so as to emphasize my points. I write outlines on the board to make it easier to remember. I write examples on the board so they will have a guide when they get home or when they are reviewing. I write coding exercises on the board and write the main term so again students would be able to review on their own. Each week, I would go over exercises that were discuseed during the week to make sure that information is not just piling up on the students.
I try to incorporate real world, pragmatic experience into my lectures while ensuring the course objctves are being met properly and effectively.
