The balance of learner doing 80% and instructor telling 20% is what make my job so fun when I watch students practicing clinical skills with each other. I was reminded in this section that learning happen in the moment-especially with hands on skills-when students think about the procedure and WHY certain steps come in a certain order. This often becomes a group effort, a collaboration/partnership within the entire class.
I also agree to use words the student can understand so as to know the subject matter.
I will be more positive and encouraging in my statements. I will believe in every student equally in regard to expectations so that they WILL succeed.
For learning retention at the end of each class I summarize in a "extra points" discussion for questions answered correctly.
Greetings Susan!
Would you please expound on your comment a little more? How do you think word choices influences students?
Keep up the good work!
Jane Davis
ED107 Facilitator
I found the section on building retention very interesting and will definitely utilize the suggestions regarding primacy, recency, uniqueness, emotion, visual and information chunking to increase the students' learning retention.
I agree. When the facial expressions of students from different cultural backgrounds tip you off that you just lost them, it is important to explain the concept in ways they can connect with.
by rewording the powerpoint and simplifying and repetition
Before taking this course, I had thought of myself as the type of instructor who chooses her words carefully and thinks before speaking to my students; however, I can easily see how my words influence students even more than I realized. I'm going to try to be even more careful about my word choices when conducting class sessions.
I plan to use both visual stimulation and primacy in conjunction with a cartoon which illustrates the objectives of a course I teach on Law and Counterterrorism. I have always used the cartoon to disarm the students during my initial introductory comments, but I have not thought to use it to let students pick out the important elements related to law. I suspect this will amplify the positive educational aspects which that light moment has always brought to the start of the course.
Learning is emotional. Instructors who practise Thorndike's six law of learning, minimize barriers and stimulate motivators should succeed in adult education.
I will try to use the memory methods to bring out what the students know to help build confidence
I will make sure the critical objectives are taught first and after returning from break. I will also use this when i conduct meetings.
I have had to learn how to help sudents with language barriers it can be very difficult but it all comes down to choosing your words carefully
With a class that is about methods in pastry work, I believe repetition is a could method of learning retention, however you need to keep it a fun positive manner so as the student may understand it more and memorize it better. If the demo is long winded a student is just going to switch off and not pay any attention also it needs to be short to maintain their attention
Hi Elizabeth!
Very nice! You reenforce the positive and affirm their innate abilities. Then you role-model behaviors and instill the belief that they can do it if they apply themselves. And you know those are some fantastice lessons to learn in the classroom from an instructor who cares.
BRAVO and keep up the good work!
Jane Davis
ED107 Facilitator
Hi David!
It is very important that instructors help students apply classroom applications to real world experiences. If students only had classroom application, they would act in a vaccumn in the workplace.
Keep up the good work!
Jane Davis
ED107 Facilitator
I was very intrigued by the section about the reversal of information presentation. I am going to be working on a way to incorporate this method into my curriculum.
Most often I find two things most helpful. I beleive in my students and remind them throught the class that they can learn this, but learning is not a passive action.
Secondly, I project my belief in the importance of what I teach and how much they will use the basic concepts and techniques even if they never work in the specific field of psychiatric nursing.
