The best way to learn is to do
I find in my teaching environment that the best way for my students to learn is to do. A majority of my students have a language barrier issue which is challenging to us all. Once we get into our production mode things start to click when I can have them mirror my demonstration.
I agree. Especially when the doing is mapped directly to the objectives and discussions. If they are not they can work against the overall learning process.
I agree. Having class in a different location can be invigorating for the learners. If you leave school grounds, I have found that if the area is too distracting the learning is greatly diminshed.
Yes, I find that my demos transend language!!!!
Hi Adel!
My motto is "inform, repeat, repeat, repeat, practice and repeat". The "repeats" can occur in several different ways - quizzes, written review on the boacd or large post-it paper, worksheets, written feedback like journaling, etc. Then when practiced follow with repeat.
I remember learning the multiplication tables as a child - repeat, repeat, repeat then practice.
Keep up the good work!
Jane Davis
ED107 Facilitator
I seem to be able to convey what I am teaching better to some students by showing them the technique rather than using textbook language
I agree - especially adding a "what would you do the same" and "what would you do differently" question and answer session after practicals.
I agree; in my baking and pastry class, the students are usually intimidated or not as interested in the upcoming classes as they are in their regular culinary labs. My challenge is to make it as interesting as I can, and remove any apprehension they may have--after all, it's just more food! On the first day of class, we make rolls, and the majority of students have never made bread. I make up a double batch of dough so that when it comes time to show them how to shape it, we can all gather 'round and do it together. It usually breaks the ice and puts many at ease for when they need to do it themselves.
In culinary education, this is exactly the way we instruct our students. We demonstrate a skill, they then atempt it themselves with my help and suggestions. Then, days later we have a practical exam to assess their learning. After reading section 3, I beleive more review is needed after these exams to refect on what the students, "got out of it"...
I have found that learning is a 3 step program. Step one is the learner watches, step two involves the learner performing the task with the teacher's help and step three is having the learner demonstrate his/her newly learned skills. The steps of watch, do and demo helps the learner the understand the tasks better.
I, too, teach in a kitchen setting and feel very lucky to have that as part of our learning environment. Daily, we lecture for 15 - 40 minutes, demo for 15 - 30 minutes and the students produce for the remaining 2 1/2 - 2 hours. Moving forward, I will create a schedule that includes debreifing as a significant part of the classroom experience.
just today i was telling my class to use a mock demonstration to overcome language barriers when working in the kitchen. i made it a point that language should not be a barrier to teaching and learning. if i were to go to a foriegn country were i did not speak thier language i would only be able to learn from demonstration.
I agree. I have also found that changing the environment also keeps it fresh. One day i may teach in the class and the next in the lab or even just a different classroom just to break up the monotany.
I agree. I often get a response like.."Oh, now I understand!"
Interaction and hands on learning is key.
I also teach in a kitchen environment where a good percentage of my students are "hands-on" learners. I first demonstrate what they are about to attempt, discuss the possible problems they might encounter and how ot avoid them, and add any "real-life" experiences surrounding said learning exchange. I find this has great success.
The best way in life to learn is almost always doing, People tend to remember what they did and thereby are actually learning withour realizing it.
Mimicry is one of the most effective learning tools, and in a profession that requires such a variety of motor skills, it is imperative to allow students the chance for repetitive practice. Well put!
I agree Rhonda!
It sounds like you have found a way to accomodate larger classes.
Good work!
Jane Davis
ED107 Facilitator
I must agree.... as many of my students always seem to get so excited when I use the term
"Real Life Experences" it just seems to perk them up to a point where they can't get enough of what ever it is we are doing at the time.
