Hi David, thanks for your post to the forum. That's an excellent strategy! (I LOVE Youtube!) Best wishes for continued success in your teaching career.
Susan Polick
Hi Terry, Thanks for your post to the forum. That is an excellent strategy. Just marking something incorrect teaches very little, but as you suggest, coaching students to see WHY something is wrong, teaches them how to arrive at the correct answer. Best wishes for continued success in your teaching career.
Susan Polick
I teach Criminal Justice, and when ever the students look like they may be getting bored with the 'dry stuff" from the text book,I have them go onto the Internet, and research video clips from the news, or even Youtube on a particular issue that relates to the topic the text book is covering.
Then after we show each students videos, we discuss the issues, and frequently write a essay or evaluation of how the pieces come together, or how thay are in conflict
It thereby involves the visual learner, the word leraner, and so on.
I make students critique their own work and ask them to give u ways that will correct mistakes. If student see and understand the problem, they will most likely fix it.
Wow Kathy - that is really creative!! You really went the extra mile! Best wishes for continued success in your teaching career.
Susan Polick
I do try to incorporate at least a segment of each lesson to each learning style. A recent lecture I did was on the "Sensory System". I had the students experience "instant aging" by pretending we were in the "We've Lost our Senses" Retirement Community. I gave each student dollar-store reading glasses that I had put cling wrap over the lenses to simulate visual impairment. They each put cotton in their ears to understand what it is like for someone who is hearing-impaired. I bought dollar-store foot-socks and had them wear two socks on their dominant hand so they would know what it is like when they have little feeling in their fingers... I further demonstrated this by having them count coins for me and also by having them place Bingo chips on a card. I had the students wrap an ace bandage (not too tightly) around their feet, and also gave them a cane, so they would experience what it is like to not be able to feel your feet well and to know what it is like to try to walk in that condition. As a registered nurse who was teaching Anatomy & Physiology to this class, I was able to tie in various disease-states, such as Diabetes Mellitus, that could cause some of the conditions I was trying to demonstrate. Students, as well as instructor, had a wonderful time with this class... it was a lot of fun and was also very informative!
Kathy
Hi Cynthia, This also encourages students to use critical thinking. Best wishes for continued success in your teaching career.
Susan Polick
Hi Luther, Thanks for your post to the forum. I am curious - do you find that most of your students are naturally kinesthetic learners? Best wishes for continued success in your teaching career.
Susan Polick
I use a lot of positioning devices to teach procedures in radiologic technology. This encourages students to create new ways to approach non-routine situations.
In Massage all students regardless of their particular learning style will need to adapt and convert to some portion of kinesthetic learning... For us the technique is called "Palpation" which is defined as: assessment through touch...
Hi Joanna, Thanks for your post to the forum. That is a great tactic! Best wishes for continued success in your teaching career.
Susan Polick
I teach Anatomy & Physiology. Some instructional approaches I have used for the kinesthetic learners in my class is to have them demonstrate with their own bodies the movements that each individual muscle performs and have them move the joint on themselves that we are learning about. I also like to have models in my class of the different structures we are learning about so they can touch them and feel them while looking at them (this helps the visual learners as well).
If there is anything that I am teaching that I can make them move or point to on their body I make them stand up and do it. I use this especially with teaching muscle movements of the body. All the students participate and it seems like they learn the associted word better with the movement.
Hi Thomas, Thanks for your post to the forum. That is an excellent effort! Best wishes for continuing success in your teaching career.
Susan Polick
Hi Joshua, Thanks for your post to the forum. You are using very active learning - great work! Best wishes for continuing success in your teaching career.
Susan Polick
Thank you. It's not always possible to apply this in every different class that is taught , but I am trying to adapt every class I teach to this model.
Hi Thomas, That's an excellent observation. When allowed to quickly apply what they have learned, student retention increases. Best wishes for continued success in your teaching career.
Susan Polick
The school I work at is 75% kinesthetic learning. In my classes I try to use all four learning styles. I start out with handouts to show them the steps of the procedure. Then I demonstrate the procedure describing the steps I am following, while asking the students what do I do next in the procedure. The students then try to replicate what I have done and I offer feedback while watching them go through the steps of the procedure. I find this works because I reach every learning style and with instant feedback they gain more confidence with the steps they need to make it in my career field.
I have found that the quicker you can get the students into a hands on situation , " especially after an Auditory or Visual lecture " , the students seem to retain the information much faster. They seem to wander from the lecture if they cannot put into practice what they are taught in a timely manner.
Hi Kari, Thanks for your post to the forum. I love this idea even though I am a losy catcher! Best wishes for continued success in your teaching career.
Susan Polick
