I like the idea of giving the end at the beginning or of answering the objectives first and then discussing methodology and content. According to the module this helps signifigantly with retention. I will test it over the next week to see
Hi Patricia!
I like your use of jingles or mini raps in helping students remember concepts or definitions. Where do you find the jingles and/or mini raps?
Keep up the good work!
Jane Davis
ED107 Facilitator
I will definately chunk the information into groupings that maximize memorization. Also, I will empoly the use of appropriate color coding and symbols to aid in memory. As I love music, I have found the use of jingles or mini raps to really help students remember concepts or definitions.
Hi Hans!
Isn't it amazing how much we can learn from students by simply listening.
Good job!
Jane Davis
ED107 Facilitator
wonderful. as usual, LISTENING to the students and learning what works for them, then sharing with all so they can realize new approaches and what works for them.
I will now write the 3-5 key terms or topics I want the students to know on the board before classs.
Also I will let all the students know I am sure they will remember these key terms because they are all so interested in the material and applying to their cooking classes...
Would like the try back chaining and want to explore this term this week.
I am a firm believer in the self-fulfilling prophecy. I tell my students on Day One that I use one of the leading texts in the country. I tell them that my course is easy to bring up their GPA and I let them know that my goal in the class is their success. In fact, I let them know that they have to work hard at doing nothing to fail the class. What I plan to do differently is to give a more detailed revision at the beginning and end of each class.
I think that the learning process is holistic. To encourage maximizing retention through memory, we should start with the end in mind. By focusing on what it is we want as an end result, we can focus student's learning toward that goal. I believe the pygmalion effect is a real thing and we should also set up expectations that are realistic for our students. Finally, the old adage, "it's not what we say but how we say it" is so true. We need to convey passion and love for what we teach or the students won't take us seriously.
I will ask my students to write their homework, review it and make some researches on computer.
Hi Kim!
I have often thought about the different generations, ethnic backgrounds, regional differences, environmental and cultural differences, socio-economic and individual socilization differences, etc., etc., etc.that we encounter in a classroom setting. AND - then we have to find common ground for transferring knowledge! It becomes a monumental tasks but I find because of the student mix in a classroom, it creates a positive learning environment. i love the challenge of connecting with all my students and I can tell that you love that challenge as well.
Keep up the good work.
Jane Davis
ED107 Facilitator
Thanks George! I agree - very well stated.
Jane Davis
ED107 Facilitator
I AGREE AS ONG AS YOUR CHOICE OF WORDS ARE RELIVANT TO THE SUBJECT. MAKING SURE THAT YOU USE EXAMPLES THAT THE STUDENT HAS COME IN CONTACT WITH IN HIS OR HER DAILY LIFES ENCOUNTERS.
The pygmalion effect of how one feels (being treated) as far as affecting perfomance has often removed traditional barriers to learning and the use and interaction of tools by students to reinforce memory.
User guides, referenc manuals, learners guide are great. The student needs to be made to feel there use is important to them personnally. I can write beautiful docs for students but if there is no expectation of usefullness by students, no expectation and motivation by students to use said docs, I am deluding myself into thinking I am doing a good job.
Instructors should be emotive of how and why students will and can be successfull to make a studetn feel that they are going to be successful. The instructor should demonstrate the use of memory improvement tools as a modeling behavior done in a manner that is observed by students not taught as a technical point of knowledge.
I am going to make sure that I have things on the board when they walk in to have something to visualize and also work with rearranging the room every once in a while to make it different.
I always pay great deal of attention and encourage my students for feedback,positeve or negative to be effective facilitator.
I phrase statements in the positive and use verbs that imply success. In addition, I use techniques like 'PEMDAS - please excuse my dear aunt sally' to help students remember the proper order of arithmetic operations and 'FOIL' to help remember the method for multiplying binomials'. They seem to remember these clues for years.
Hi Joseph!
Interest that you say that. I am currently using some materials developed by the State of VA call "Workforce Readiness Skills" and an observation that both myself and the students have made is word association. The program uses many words that have same or similar meanings.
Keep up the good work!
Jane Davis
Ed107 Facilitator
I currently use a funny phrase to get students to laugh, when I teach smoking and curing of meats I write on the board,"If it can't be cured ... Don't smoke it! They laugh and get the point that all meats put into a smoker must first be cured.
Not only positive conversation. I find that word association works for retention.
Hi Byron!
Good idea! I like to put students in groups and have a contest. Each group makes up questions and then ask the other group those questions. The group that gets most correct is the winner and I always have prizes for everyone - even the "losers"! As we go along the group as a whole discusses both correct and incorrect answers. Great review and fun or the everyone.
Could this approach work in your environment?
Good job!
Jane Davis
ED107 Facilitator
