learning methods
This module was extremely informational as it gave me the information on all different types of learning styles and methods. I will be sure to study my students and see what works so they can absorb as much information as possible.
I also use a lot of visual learing, students really enjoy videos. After the video I have the students take a few minutes and write a paragraph about something they learned or something they thought was interesting. This way students know they need to pay attention during the video.
Carmen,
Great to hear. I know you are going to have fun with coming up with some fun games you can use in your classes to get your students engaged.
Gary
Gary Meers, Ed.D.
I use lots of visual DVDs in my class. This module helped me think to develop some funny games that will have all of the learning methods.
Laura,
Like your approach because you are providing instruction and support in a way that encourages and motivates students. You are helping them to see that they can be successful not only in the course but also in their chosen career field. This effort becomes a win win situation for everyone.
Gary
Gary Meers, Ed.D.
I work as an after school lab instructor so I often tutor and teach students on a one on one or small group basis. I see who likes or tends to work alone, who is more engaged with others, and who is really "getting it" or seems lost. I use my observations to help me figure out how to go about teaching or tutoring a subject with the student. I recognize the ones that can't or don't ask for help and I make it a point to approach them while they're "working" and see if they're even "working" at all or if they're at a loss as to where to begin. If the student seems lost I start with the "grand scheme of things" or the most complex aspects for the project they're working on. "Do you know how to Z? Well, how about Y?" If the student doesn't seem to be grasping XYZ then I jump to a more simple concept, "how about L or M?" Sometimes a student understands L and M and I now have given myself a platform to work on and refer back to when teaching/approaching the more complex concepts of XYZ. When you find out and point out what the student does know I think it also gives the student a sense of hope and confidence in themselves and in their learning. If I have to go back to A, B, and C then I will say (very positively) "Hey, let's start with the foundations, and work our way to point L or M etc" I then express how important it is to take this time to understand core concepts, which we will understand and "I'm not leaving until we do," and then once we master those, tackling the more complex ones seems less daunting.
