I lecture and demo, then have the students create the dish that I just demoed.
I teach anatomy and physiology and I have the students make clay models of the system we are covering. I usually have them in small groups helping one another. It seems to be quite effective.
Hi Christopher, Thanks for your post to the forum. Your method to assess application is sound. Best wishes for continued success in your teaching career. Susan
Susan Polick
Hi Matthew, Thanks for sharing a very interesting technique for practicing skill application!
Best wishes for continued success in your teaching career. Susan
Susan Polick
In my class we show method and have the students repeat the process for check off. During the student attempt they have direct supervision to achieve the final goal.
While having students suceed is inportant challening their weaknesses is also inportant.
I have a guided visualization activity where the students must perform a physical task, then after visualizing the task in their minds, they must perform the task again. Invariably, the students perform the task better after the visualization. Then we discuss how, if you combine visualization and kinesthetic movement, you can practice virtually anything hands-on at home. For example, a surgical technology student most likely can't afford the kinds of tools he or she will use in the field, but it is possible to create a mock environment at home with various utensils from around the house. Then, while manipulating those tools as one would do in the O.R. environment, the student can visualize the steps necessary and the equipment used.
Most students would never think to combine the visualization and kinesthetic aspects, and I even tell them that if they say out loud what they are doing while they do it, or if they follow along with a video, then they are adding the auditory aspect as well.
Hi Sheila, Wow- you have shared quite a few ideas for engaging kinesthic learners. Thanks for your post to the forum! Best wishes for continued success in your teaching career. Susan
Susan Polick
I have done things like: have them toss around nerf balls as they discuss topics/answer questions; move around the room to work with different partners/groups on issues; hand out samples for them to touch, manipulate (ie packaging- bring boxes etc.- I teach Marketing); have them teach each other parts of the "lecture" by getting up and using the board.
I have heard that something as simple as handing out little 'toys' for them to play with at the table (like stress-squeezers etc.) can allow them enough movement/action to focus in on discussions. I have seen this at corporate training presentations.
I always like to use hands on educational tools and hand eye support
I've always been a hands on person, So I try and do the same in the classroom. I feel that it also get the students more ingaged in the lesson.
The nature of a clas work can influence the method of learning significantly. however, some student s are predominantly kinesthetic learners and need to be engaged in learning through doing. As an instructor, when I identify such students, I demonstrate the concepts of the class to them and have them do some poster or projects. if it is a clinical class, I have them complete several practical demonstrations, role-plays and other kinesthetic learning processes.
Hi Ehab- Thanks for your post to the forum. You are doing a great job allowing your students to apply the skills that they are learning. Best wishes for continued success in your teaching career. Susan
As a dental assistant instructor, the practical side of dentistry is my main concern, usually the kinesthtic methods are used to deliver the content of the practical part.
To maximize the knowledge of my students I usually start by asking one of the student to volunteer and show us how to do the procedures, of course the first student is more likely to make a mistake, so we discuss the mistakes and then I let the second student to do it and so on, I prefer to have each student do it once at a time in front of her/his colleagues so the students will have the chance to see the procedure more than one time
Some subjects or lessons that I may teach allow me to set up several products or samples that I can pass around from student to student. When we are discussing clay sculpture, students may pass around tools or clay to see what I might be demonstrating with as we work. When discussing anatomical features of the skull or face, I will help students feel and map the features or forms we are discussing on their own faces and faces of their partners.
Hi Brian - thanks for your post to the forum and for sharing a great example of applications assessment! Best wishes for continued success in your teaching career. Susan
Hi Phillip - Thanks for your post to the forum. I loved the quote you shared! Best wishes for continued success in your teaching career. Susan
For the final exam in our Windows 7 class, I "break" their installs of Windows 7 in three key areas. These break scenarios would render a user of that computer unable to work. I give them a paper that tells them the scenario and the possible problems that they may experience. In teams of two, they must go around to each machine, fix the problem, document the solution and train the "teacher" (me) on how to avoid these problems again.
In a mathematics classroom, you learn by doing. As you progress through the problems in class, the students need to be completing the questions with you ... and eventually to the point where they are doing the work without having to refer to the notes/board. I frequently use the phrase "math is not a spectator sport." Looking at how a problem in completed may help some, but in order to learn how to do these problems, you have to do them.
Hi Jen - Thanks for your post to the forum. Asking students to "Teach-back" is so effective at increasing retention! Best wishes for continued success in your teaching career. Susan
