Interactive approach and discussing past experiences related to the course/topic
Brenda,
I think this is a great of idea. You are not only enhancing the learning of your students but getting them involved in the professional development process which they will be involved with throughout their careers. You are setting the stage for life long learning. Great job.
Gary
Sandy,
Thank you for this great list of strategies to help your students in the learning process. The results of your efforts are going to yield increased learning and student engagement.
Gary
I actually love the Howard Gardner concepts of Multiple Intelligence. So, for my classes, I try to implement at least three of them in a four hour session. I find that changing up the way a class is offered to students will hold their attention. They like to have different methods of presentation. This peaks their attention. Most of the students hate to miss because they might miss out on something fun.
When I talk to students about making decisions and critical thinking, they complete a decision tree. The decision trees are then discussed, and this helps to visualize their decision to be made. For this same class, we talk how to compile a portfolio. Each student then completes a portfolio as one of the final projects for the course. Another strategy used in this same class is increasing interest in completing CEU's. I have the students go to websites where there are free nursing webinars and as a class, we complete a webinar and print out a certificate for their portfolio. The students love this activity.
Learning styles are addressed in several ways:
1. Orally and visually at the beginning of class with very clear and concise course outlines, expectations, protocols, etc. Once that is done students are grouped and they are asked to share what they learned with the rest of the class using their favorite learning style/modality.
2. Having specifics on modalities, I use the old 4-MAT system to ensure that every modality is addressed in class. I work with students as to how to continually improve their dominate style while helping them practice the use of weaker personal style(s).
3. Testing is offered in a variety of ways, some are written, some are oral, some are demonstration and others are combos of all.
4. COMMON VOCABULARY is necessary for everything and everyone. Without a common language and underastanding of terms none of the modalities are successful.We address vocabulary through words, actions and visual pictures.
5.Larger font size is used to help the visually impaired, tape recordings of lessons are used for those who are auditory learners and get lost when taking notes.
6. Key points are shared using all aspects of the 4 MAT wheel and continual checking for understanding by me with every student.
7. Illustrations, stories, powerpoints, all make a difference in the learning as does the use of humor.
8. Voice inflections, movement acting, and illustrations also are agreat ways to better ensure that the students are learning the subject matter in ways that makes sense to them and lead to mastery.
I keep up with the trends of what is happening in society. I know my demographics of my students and I use relevant issues to help with the course contenct. If I discuss narrative writing, I use seveveral narrative lines from famous movies.
I try to incorporate visuals whenever possible. I provide written study guides, incorporate role playing, encourage questioning and sharing of relevant experiences, and give assessment options. Depending on the project or assignment, there are times when we determine as a group whether to work individually, in partners, or as teams. I am also committed to incorporating more public speaking and written communication activities to strengthen these very important skills.
Paula,
Thank you for sharing the great story of success in terms of a simple but highly effective accommodation. You helped to make possible continued success for this student by listening, observing and then responding to her cognitive processing needs.
Gary
I constantly reinforce and review the goal---by the end of this class, what competencies do we need to have in place? Every activity is evaluated according to how it is going to help us reach our goal. I also try to incorporate as many interactive activities as possible into my lessons. Adults who may not have been successful in their earlier educational pursuits benefit from having the opportunity to see, hear, and touch the content being presented, making it come to life for them. I also make a conscious effort to apply skills learned in previous classes to the content being presented. A degree or certificate program is not a series of isolated links; we have to concentrate on connecting the links in the chain so the final product is strong.
I constantly reinforce and review the goal---by the end of this class, what competencies do we need to have in place? Every activity is evaluated according to how it is going to help us reach our goal. I also try to incorporate as many interactive activities as possible into my lessons. Adults who may not have been successful in their earlier educational pursuits benefit from having the opportunity to see, hear, and touch the content being presented, making it come to life for them. I also make a conscious effort to apply skills learned in previous classes to the content being presented. A degree or certificate program is not a series of isolated links; we have to concentrate on connecting the links in the chain so the final product is strong.
In order to show the importance of one relatively small and "unimportant" step in the production or procedure, the instructor should show examples with and without the small and "unimportant" step. This will make the student understand why shortcuts are never the right way of doing things correctly.
I push very hard to answer the "whats in it for me" question for the Student. I take the topic we are studying and apply it to everyday situations; for instance Automotive Electrical I point out that in some cases appliances in the home use similar technology.
I have accommodated several students by writing questions on the board, playing word games, doing crossword puzzles and I have even done oral testing with one student who had difficulty with answering written questions. She was not doing well and I noted that while the students were quizzing each other she could answer most of the questions but as soon as she sat down to a written test she would go into panic mode. So, I suggested and experiment....would she like to take her test oral before the rest of the class took the written? The experiment was quite successful and in the next mod, when she informed me that she was switching to accounting, she thanked me for allowing her to learn and test her way!
Joe,
How do you go about getting to know the names of your students and their learning abilities? Thanks for your input on this.
Gary
Since no two students are alike, I think it's important to allow for each student to learn according to what works best for them. There's a great test to find out what type of learner you are (cant remember the name of the test), because some of the students might not know what type of learner they are. Having power points, activities, small groups, and demonstrations are all ways to engage all types of learners!
For any major component of a course that I am teaching, I always try to show real life application. It can be a success or failure but I always want students to see that this is something that has been used in the classroom.
getting to know each student my name,an their learning abilities.
Heather,
Good strategies for reaching your students and keeping them engaged. This sets the stage for success for the students.
Gary
It depends on the course. I always try to keep it interesting by asking questions pertaining to the subject. Try to do hands on as much as possible (I teach massage). Definately bring to the class pass experiences to ask the students what they might do in this situation. In lecture classes, review material and ask questions on how to treat the condition.
