I try to plan my lectures so that we are interacting in many different ways. Teaching students to use a medical coding manual allows me to stop my lecture and have the students open their manuals and explore the various examples "hands on". Although this sometimes can cause a delay in the time allowed for lectures; I can interact and help the students that are having difficulty navigating through the manuals before we move on to more difficult concepts.
I like your stragegy of writing up the learning objectives for the day. I teach helath science classes at a career college. I find my student are easily overwhelmed. I can see this helping them realize they can process the information in smaller chunks.
I place to each student how important the subject is with grade in the course, why it has an impact in there study. What it means if the do not use the subject once on the outside with a real job. Sometimes over-stressing the material so they will get the hint. TAKE NOTE
The way I plan my instruction to accommedate the different learning preferences is to make sure I have them all covered in my plan and presentation. I like to use PowerPoints and integrate lecture within them. I perform a hands-on demonstration of either computer skills or art skills, with written instructions. I use a variety of learning strategies for repetition. When I feel my students are ready to use the skills I have taught them, I allow them to create or use computer skills to create the content taught.
Laura ,
Right you are. It helps the material come alive for them.
Gary
Emeka,
This is a great example of making something that might be seen as boring come alive with the examples that you are using. This creates a mental picture for the students that they won't soon forget.
Gary
I teach many computer software classes and find that these classes, by nature, include different learning preferences. As students work through the book assignments, they are learning through reading and through doing. When I demonstrate a task, they watch me and hear me. Additionally, some classes have a self-paced component that allows students to work through a training module at their own pace.
On thing I'd like to add to these classes (after working through this last part of the module) is problem-solving. I want to create a few assignments through the term that require students to think more "big picture" about using the software instead of just clicking a button and following directions. Maybe I'll ask them to create a flyer for a school event or a spreadsheet to organize some data. Tasks like that would help students retain what they've learned and APPLY it better in the future.
I implement many strategies in making course content relevant to the learning needs of the students. I actually use chapter outlines and also use study guides to let the students know what material is relevant.
I plan to try and utilize all of the different learning preferences while I am teaching. This will ensure that I am trying to accomodate everyone's needs and preferences. By using all of these styles it will also make my class more interesting.
I agree; although the variety of approaches that can be used often depends on the length of the class. It is not always effective to try too many approaches in a 50-minute session. Fortunately, there are usually several such short session in a week's time, so a variety of approaches is possible over a few days.
I agree that when you give students both application and relavency they tend to be engaged in the material.
Great idea after having completed some activities to help students understand their learning style.
I try to combine different styles of teaching in each class. I usually start with a short lecture, then ask students for their thoughts or opinions, or any questions they may have. Depending on the class, I may then ask for the students to demonstrate how to perform a task or to explain their answers.For example-in a math class, I ask them to solve a problem on the board.
Sometimes it is difficult to get all students to participate. There always seems to be one or two students who prefer not to be chosen or singled out, so I usually ask for volunteers. I have found that if the class as a whole can make our discussions interesting and fun, most students will get involved.
I have found that the use of analogies that describes scenarios and concepts is relevant for implementing course content. For example, in explaning the role of white blood cells in fighting infections. I tell the students to see the white bood cells as members of the US Military, their role is to defend the body from foreign invaders.
In planning my instruction, I try to use different activities that will accommodate the different learning styles. For example, I use PowerPoint in my lectures, so that students who are more written language learners can read the concepts. Auditory learners can listen to the lecture. Visual learners are accommodated through pictures and other graphics included on the slides. Students are given a hard copy of my PowerPoint, so kinesthetic learners can highlight concepts and add notes as I go through the lecture.
I intersperse other activities within the lecture, so that it does not become monotonous. I use Socratic questioning in discussions that help me to assess if the students are understanding the material. If they do not, I can go back over the material.
I give students problems to solve that they usually do in a small group setting. Sometimes we play a Jeopardy like quiz game with visuals on the screen. I also include assignments that include student oral presentations and written assignments such as a research paper.
That's what the student need. Implementing Relevant course content. Most of the classes I taught are clinical laboratory base. First I give mini lecture to explain the procedure. Secondly, I give demonstration on what the procedure is going to be about. Thirdly, I asked my student to volunteer themselves. By doing this I get the idea about how much course contents have been understood by the students. And what other tactics I can use to make the Course content understandable.
I come up with 'real life' situations - I teach math, so it's not too difficult to think of many. One of my best is when I ask the students for directions to a local restaurant. When they give me directions, I come up with a reason why I can't go that way and ask for alternate route. Then I repeat that step.
I explain to them that the reason i did the exercise is for two reasons: 1) to show that there is usually more than one way to get a solution and 2) to show how math is realated to everyday life in terms of logic skills
Hello
I usually bring real world examples and describe the connection between these examples and the material that we covering in the class.
Thanks,
Ali
In teaching law enforcement courses, it is imperative that all materials presented in a manner that demands attention. Most times, a block of instruction on the consequences of not know the material is a very powerful tool.
Karen,
What is the "try it" strategy?
Gary
