Get Your Students Hired
Robert, I like that approach - becomes real and meaningful. Students better connect with you and the subject being discussed.
Keep up the good work!
Jane Davis
ED107 Facilitator
Hi David!
I like your approach! I am very visual and believe that all learning styles positively react to visual materials.
Good job!
Jane Davis
Ed107 Facilitator
I think our department as a whole needs to spend more time reviewing, both before and after lab. In a previous department I worked in we had the students make posters for the walls showing information they had learnt in the course. This seemed to help the next group of students, because they would see some of the terms and information ahead of time and this would often peek their interest.
Electrical seems to be a subject that students have the most problems with. I find students have a pre-conceived notion that the subject is going to be hard and thus they make it hard on themselves. I think this is most certainly an area that an Instructor could use a method of questioning the students at frequently in order to help with the retention of the subject.
Quite often I use a funny joke to emphasize an important point. Occasionally I make a reference to a movie or tv show that everyone is familiar with that relates to the concept being presented.
Teaching an electrtical course, I will increase my review of pertinent information on a daily basis changing the wording of my questioning and
usinig more analogies to help the student remember the information.
I will concentrate on debriefing as it is currently lacking in my classroom. At this point I have not done much in the way of review or debriefing at day-end, but I see that it can be a very effective tool.
Hi James!
Sounds like a perfect way to reenforce learning.
Good job!
Jane Davis
ED107 Facilitator
I teach at a technical school. I have 70 years of technology to try to inform the students of in 140 hours if the full schedual is run. In taking this online course I have seen some things that I will try to use. Since we are in the process of rewriting an outdated and confusing lesson plan I will try to break down the sections for more Disassemble, history, and reassemble befor moving on to the next topic. This should help to focus and reinforce at the same time.
We can also use various wording to determine the level of understanding. Blooms taxonomy has a good variety of words that can be used to determine the retention of a subject matter.
I help the students design slogans and acronyms to recall procedural steps to perform varies test when operating chassis dyno.
I try to speak in a positive manner as much as I can, but maybe not as often as I should. So I think I will try to incorporate more positive suggestion during class.
Add more analogies and have them connect words for better understanding example= unhooked means unloaded.
I am very intrigued by the idea of reverse chain instruction. I believe it could be very helpful in some of our class discussions. I think knowing the end result could be helpful in getting through the process. For example, in our microbiology series we have to know what bacteria causes which diseases. Im thinking, working backwards may be more effective for the students in learning the process of diseases.
I believe that it is important to give them a reason to pay attention to things that we teach them. In other words; if we give them a piece of material then I believe we should tell them why it is important and how knowing this will help them in the future as well as in the class room.
In our class we use the crawl, walk, run method. Students have to understand the basics before practical application.
I like the "Big Picture" concept. We do so many things in baby steps it's easy to lose sight of the big picture. I use revelant material from trade magazines in opening discussions to gain interest and ask students to "give the article a look sometime during class today". My thought is to get them more involved with the industry (Big Picture) and possibly see themselves in the picture.
I think that by using questions that will require some memory recallection; I will be able to be more specific and ask questions that require the students to remember what we covered.
You cannot expect them to learn if they are mentally asleep. You have you have to gain their interest and keep it while still getting the information out. The more interesting and mentally stimulating the presentation the more active the memory centers become. By keeping the student actively involved in the learning process retention improves.
I divide the class into 2 groups a have them come up with 20 questions each regarding the most recent lecture. We then have each group ask thier question to the other group. The winning group is rewarded with not have to clean the lab (whice includes waxing the cars and mopping the floors.