I will keep trying to be positive and assume that every student is a star student. I will really try harder than I already do to reach out to those that see themselves as under achievers. Treating all students like they ar the best students is my goal, and hopefully the scores in my class will reflect that this strategy is working.
I always make a point to tell my students to prepare for success. I believe I can help with wording my presentations with confidence building phrases as well. Thanks for the positive spin.
I usually highlight my learning objectives at the beginning of class. However, I will spend more time relating them to the learning activities that will take place in the lesson.
Secondly, I do not spend much time debriefing and reviewing the concepts but I will change this and develop more questions after the lesson to improve the retention of the content.
In the future I will use a technique called “feed the eyesâ€. I will write partial material on the white board and allow the students to supply the missing letters or words. As I cover each subject I’ve written down, I will finish the statement. I plan to use handouts with partial answers and page references to allow the students to continue reinforcing the learning during breaks and quiet times. I will retrieve them during the last break for a grade and return a corrected to each student for a study reference as the leave class for the day.
I think my biggest change will be to focus more on debriefing and review, especially a next day review. My classes build upon each other, so that should result in the biggest improvement where learning is concerned.
Hi Aaron!
A strategy that I use is teaching blocks of information, review, repeat. Then I move to the next block then at the end of the class we do a quick review of all the material as well as a brief review at beginning of next class.
I give the students in my class a review sheet that they build on from one week to the next. This has been very useful for students because at the end of the course, it becomes the study guide for their final. This is also the guide for the review at beginning of each class.
Keep up the good work!
Jane Davis
ED107 facilitator
Primacy and Recency make sense to me. I will be more aware of how I handle activities and content material at the beginning and ends of class time. I can make a more concerted effort to help my students retain material in this way.
I think that I already knew about Primacy and Recency, but did not have the language. When I start my classes, I try to focus in on important and difficult material then I use backwards sequencing to unwind the concepts. However, I'm not always intentional in the use of these memory enhancing skills.
show the students the final product and then show then how to obtain it
I have learned several new concepts from this module. Primacy and the Pygmalion effect are concepts which I am now aware of. I will instruct courses with the realization of these concepts.
yes, i used to not word things positively, but now I try to word things positivly.
Even after years of teaching I must remind myself to ensure last class reviews and end with a review of the day. I also understand how our present curriculum focuses well on the end result but I will focus once more one-on-one coaching to encourage success for all students. I'll also use colored paper where appropriate.
Hi
For me to maximize retention of memory is to use the visual technique, demonstration and power point before.
Eric Andre
One idea to help students increase learning attention, is to highlight ideas with attention-getting visuals on flip chart sheets. These flip charts can be used in conjunction with PowerPoint slides or learning team activities to emphasize key points.
Students are likely to better remember concepts with the information is organized, or 'chunked', in a meaningful way. One approach that ties into the attention-getting visual concept is to group ideas by color and use color associations to help participants remember.
Hi Cynthia!
I like this! I bet their are some other things that you can think of doing as well! How about sharing some of those as well.
thanks and keep up the good work!
Jane Davis
ED107 Facilitator
Be more positive in my approach
Use the concept of Primacy to help students remember the most important learning objectives for each Unit.
I think sometimes personalizing the reason for needing to retain the new knowledge is important. Telling the students how they will need this information in order to perform their future tasks is crutial. Prefacing new information with relevance.
speaking positively will help the students to learn better
I do answer the "why" questions at the beginning of each class.
I explain that I consider that my purpose as an instructor is to help them get to where they want to go not where I want them to go and that they will need the information to reach their personal goals. Before starting the next class, i review the previous class to show how we are adding and developing the information that will apply to their overall success. We don't proceed to he present learning objective until we are comfortable with the retention of the previous material.If necessary, we will spend more time and effort for the retention by getting prospectives form the students. I'm always amazed how simply a learner can explain things. I plan to use more backwards chaining in some of the more technical aspects of the class and see how that works. I'm excited to give it a try. Then analyze the results.
I really enjoy the idea of keeping students actively involved in learning, but I often find (at least a portion of) my class time turning into ‘sage on the stage’ type of lecture. While I try to keep discussions open, and students DO tend to be involved, perhaps this is not the best tool to address all of the intelligences. More of my class time discussions will be conducted among students, with a representative from the group (or the entire group, taking turns) presenting a summary of information from the discussion, so all students benefit. I also plan to have students recognize or identify objectives for work we’re doing (instead of just my saying them or writing them on the board) and indicate how we would be sure those objectives were accomplished. I see this as a form of backwards-chaining, which reminds me of something I often do in programming (and web development) classes: show completed projects and use them to explain/demonstrate individual concepts or commands that we’re covering during that class. Students often become excited about learning ‘all’ of the components we’re seeing in that finished product. One of my goals is to have students be more involved in the determining of objectives, choices of activities, and doing creative work in class.
