Course content should weave into the students everyday life and be applicable to their present day situation. Without relevancy, they will become detached from the course work.
Kevin,
I like both words because they help to make the content real for the students.
Gary
Gary Meers, Ed.D.
Kevin,
I like this format. You have balance to presenting the content and then applying it. This helps the students to stay engaged and focused. The more application and relevance you can introduce the greater the learning. You are doing it with this method.
Gary
Gary Meers, Ed.D.
Michael,
These are such valuable tools for students. They can see the connection between content and the real world through the case studies. Case studies let the students problem solve and project themselves into their career areas and the greatly increases motivation.
Gary
Gary Meers, Ed.D.
Kevin,
I agree with Prezis. I use it as well and it is a different way to present content. The students are used to PPs and this format helps to get them engaged at a higher level.
Gary
Gary Meers, Ed.D.
John,
Excellent observation pairing them with a partner to observe. Often times, a group project or presentation allows them to learn and socialize. It is also more realistic of working in a collaborative environment. In addition, I have found that slow learners are more motivated working in a group and sometimes receiving content from another student can make it more accesible for them than from an instructor.
This can sometimes be challenging. I feel the written quizzes and assignments that I give should be congruent with the information I get them vocally and visually. One component that I have begun implementing is addition multi media content that I have the students view. I develop Prezis, which is a more dynamic way of presenting visual and written information. I feel that it retains attention more than Powerpoints if designed well.
"Relevant" is a good word for this. I also like the word "applicable".
I try to have short lectures that precede a typed case study that outlines their lab assignment. I feel this allows for continuity and facilitates the premise of using multiple streams of learning.
Using "real world" cases and materials helps students understand that the concepts are practical, daily realities in business and are not limited to the textbook and classroom exercises.
Garry,
This is such a great way to make the course content real. They are using what they are learning to solve real world problems. This is the preparation they are seeking by coming to school.
Gary
Dr. Gary Meers
In my particular course subject there is not a lot of application as opposed to concept and principle memorization and understanding. To alleviate the monotony of memorization examples that are too expensive to replicate can be found as video footage for presentation in class. Flow charts that are graphical and laid out in a paper format add a personal touch to information being delivered.
I have allowed students to introduce work related problems to a management class for open discussion on management problem solving solutions.
Carla,
Good point. They need to understand that being a student is a full time job even though they are not being paid for it. So the more worker skills they can acquire the better prepared they will be to be successful in the workplace.
Gary
Dr. Gary Meers
Rhonda,
The more application and relevance you can bring to the course the better. You are doing just that with this exercise. Keep up the good work.
Gary
Dr. Gary Meers
Scott,
Good strategy. Students really like to hear stories from their professors about the experiences they have had in the field. These stories really engage the students and give relevance to the course content.
Gary
Dr. Gary Meers
Making course materials relevant is extreemly important. I like to go one step further and also apply it to the course rules. For instance, when a student shows up late to class to me that is the same thing as if I show up to work late. I like to let the students know the reason why they can not show up late to class is if they do this once in private practice they will get away with a lecture from the dentist, twice and they will be looking for a new job.
I teach business topics, so after a short lecture, I like to include online exercises that include visiting government websites. For instance, after discussing safety in the workplace, I have a hand out for the students to go to the OSHA website to answer a list of questions which include not only identifying the purpose of the agency but some of the incidents of worker fatalities. Students are fascinated with the facts they learn during this exercise.
I will sometimes relate an experience I have had during my career to demonstrate how the content being covered is very relevant to knowledge or skills that I have needed while working in the field. I also like to ask the students if they have an example themselves even if it is from a different perspective so we can all look at it from a different point of view and get some good discussion going.
This is a key point for any instructor who especially is teaching adult learners. It has to be constant effort of the instructor to maintain relavancy and currency of the subject matter being taught.
