ROBIN,
Students like variety and change of pace in their learning. You are offering them both in your approach and that increases their motivation in the course.
Gary
Gary Meers, Ed.D.
Megan,
The key is to select examples that are interesting so all of the students will feel comfortable in hearing them. If you find you need to repeat a concept you can change the example from the first one and that will help to keep all students engaged.
Gary
Gary Meers, Ed.D.
I try to give them a mix during the class - from showing a video, to giving real-world examples of whatever we're talking about in the class. I will draw on the whiteboard with markers and ask the class questions to get their feedback on how to do various tasks. I will also bring in articles about whatever subject we're discussing so we can talk about those.
Just doing these simple things can make the class more interesting.
Do you find that the students that are more motivated find the lesson repetitive when giving a lot of examples for the less motivated or struggling students? I guess, what is the key to finding the balance?
It is important to understand the different learning needs of each of your students. Don't lecture too long, and have students become detached from the information you are covering. Make sure to use hands on activities by the students to keep them involved in the course and with each other.
Peggy,
Right you are and it is through method like this that you are able to keep them engaged.
Gary
Gary Meers, Ed.D.
To allow the student to process the information in different ways and to have a enviroment that changes to address different learning types and how they absorb information.Create learning centers and use obe stratagies.
Peggy Gunther
Levon,
Good plan and one that keeps the students focused.
Gary
Gary Meers, Ed.D.
Elliot,
Students like change of pace and variety in their learning efforts. You are giving them both with this approach. I am sure you see good results with this method.
Gary
Gary Meers, Ed.D.
Use a simple language, simple terminology. Try to ask questions, allow students to have a minimal participation during lectures, allow them to ask questions as you lecture. Dont lecture more than 40 minutes without a break.
I found that mixing up the content style works best. One day I lecture, the next I may do a demonstration. I require group projects and oral presentations. Then I may give them a "break" by having a video related to the subject (historical, how does it work, etc.)
Mary,
Like the way you change the flow of the class while keeping the course moving forward. I know your students appreciate this variety in the learning strategies you are using.
Gary
Gary Meers, Ed.D.
I try to break up the lecture with a instructional video, game, give a example from a personal experience, or review questions. Then move on to the next lecture point. I have a 3 hour class and need to change it up frequently to keep everyone involved.
Lorraine,
This is what I call making it real for the students. You are showing your students the relevancy of the content via their own experiences. This increases their engagement while expanding the value they relate to the content being covered. This sets up a win win situation for everyone.
Gary
Gary Meers, Ed.D.
Often what works is drawing on their own experiences. I am teaching a law and ethics course presently, and as we discuss the court system in my state, I ask how many have actually been in a courtroom. Most have, and this is an excellent jumping off point.
Brenda,
Humor is a valuable teaching tool as it lets students relax a bit and reset their brains. Sharing a laugh helps to get students settled into the course and feeling a part of the learning process.
Gary
Gary Meers, Ed.D.
One of my nursing instructors (classroom), was adept at adding funny jokes between technical lectures to break it up and wake us up! He also would place funny slides in between the others to help out in this area. It really works. Humor is invaluable and can make the difference between complete boredom and retention.
Donald,
Yes, some students are more motivated than others. These students come into class hard wired for the topic of the day. Other students come along for the ride. I use the more highly motivated students as learning leaders when we do group projects and activities. For the students than need more motivation I use a lot of examples and many of the examples from from their lives outside of school. I work to help them make a connection between what we are studying and how that content will help them in their personal lives. I have found that this approach is very successful.
Gary
Gary Meers, Ed.D.
Aren't some students more engaged than others? How does the instructor provide a learning environment for students who are self-motivated and those needing more motivating?
Tamika,
Humor is one of the most valuable teaching tools an instructor can bring to the classroom. Sharing a light moment and a laugh really helps students to reset their minds and focus on the content.
Gary
Gary Meers, Ed.D.
