The objectives on the board is an interesting idea that I think I will try to incorporate. I also like the prize for job well done...even if it is a silly prize.
In my medical terminology class repetition is helpful to them. The more that they hear the word and connect it to something the better they retain it.
Things that i know are important for my students to know i teach it to them, then bring it up through out the evening just randomly tying it together with other things that engage them .
Never set limits for them.......ensuring them that they can learn the material and that they can do well. The Phymalion Effect is so true, once you set the limit, the student gives up, knowing they just can't go farther. I believe many parents are guilty of this effect.
I also like the backwards chaining approach.
I will be able to use color, sequencing and visual aid more effectively. I will stress function over simple repetition memory aids. I will be more aware of how to positively coach higher needs students. And I will try to be a learner too!
positive reinforcement and repitition are important
I definitely want to try more mneumonics.
I have a class in which I usually cover terminology the first class meeting. I've known that is it rather dry and not very exciting. I will try to present the material differently - maybe backwards chaining?
This course has so much information in it - I need to review it a few more times and print out some of the information - it's great.
Although I teach a writing class, I spend a good amount of time reinforcing basic grammar and usage skills for my students, who come from diverse educational backgrounds. For some, this is simply review for others, this is relatively new material. To help facilitate their recall and lessen their anxiety, I explain that they have been using language many years, since the first time they said, "Me go with." These may not have been the technically correct words, but the kids knew the proper placement of the subject and verb and had some vague instinct to form a prepositional phrase.
Next, I explain that we are going to label these terms. Their knowledge of the language has not inherently changed; we're just taking structures apart and putting them into "tidy" little bundles. While this does not help every student, most are relieved that they have the basics somewhere in their memories. I hear things like "Oh, yeah, I remember that from grade school."
I also apply this when discussing essay modalities. Students compare and contrast, classify and divide, etc. every day orally. Telling them if they have ever had a relationship that they instinctively know how to argue--not necessarily fairly--always gets a laugh, but also underscores their memories of how things things are done as we discuss them in class.
The bottom line is I try to stimulate the fundamental knowledge my students already possess before teaching the more "collegey" parts of the processes.
I will provide effective summaries during the end of each class to encourage students to retain the information. Examples will be provided to clarify an concepts that students may not have grasped during the chat session. I will provide follow up with students on course materails to help them more effectively retain the information. As their knowledge of the topic increases, I will review key concepts throughout the course to encourage their long-term retention of material.
I always start a class with a question what are you here for, and then I give the students the answer which is knowledge and then I tell them I'm here to make sure they get the knowledge to become a succes in the automotive field and it gets there attention.
I am going to structure things so that what I want them to remember the most is first and last. Also I am going to make better use of Chunking.
There is a block in my course that contains very technical material. What I had done in that past was to display all the technical terms up front in hopes of establishing a common baseline, but I see now that a better approach is to backchain. I am going to begin with the end in mind and work backwards, introducing the terms as they enter into the process. I really believe this will help faciliate the learning of what is otherwise a very dry topic.
Discussing the course objectives listed on the white board will be done throughout the lesson delivery so that the students can make connections of the objectives with the content.
In some cases I find it difficult to find one activity to address learning styles, multiple intelligences, memory theory - so, instead, I develop several activities regarding the same concepts that address each, or a few. I do not believe we can or should cater to specific learning styles/multiple intelligences/etc. because students are generally a mixture of them - no one is 100% anything and depending on many factors, as discussed throughout this "class", they inter-play - what the instructor can/cannot control, course type/content, student dynamic, environment, resources, etc. .... Therefore, I strongly believe that we can help students to develop their latent learning styles through a variety of exercises which challenge them so that they can be more successful in general. I also find it very useful to offer extra credit to students who complete an assignment that I develop in which they find out their learning style and write up a short summary of what they can do to learn more effectively while reading alone, in class, taking notes, etc. Ultimately, we can do all we can, but the student must understand how he/shr learns best to most effectively take advantage of their educational experiences both in and out of the physical classroom.
Specifically, with regrad to memory research, the manual idea is an interesting one and I believe that I have accidentally done this in many ways by developing a course framework in the form of a "course materials" pack which I developed but they are responsible for filling in and completing throughout the term. Interesting, perhaps I will re-focus my efforts when I teach the course again and bring in some of the concepts discussed in this unit to bring it to an even greater level of cohesion.
I agree with using a user guide and reference manual are very important.
I introduce unusual sounding terms or phrases and relate them to the everyday work environment. I also encourage students to make connections through experiences that they may have had regarding a similar topic or concept. This works well with the students learning and memorizing new concepts and being able to apply the information to their experiences.
Hi Farrell!
Not only is it the memory involved but the hands-on activities that accompany this type of training. These techniques in themselves keep students connected.
Keep up the good work!
Jane Davis
ED107 Facilitator
This is a hands on program. We work with ventilators, allowing my students to make adjustments and understand why does work. Several weeks of this not only improved retention, also gives a increase in respiratory therapy protocol.
I will maximize retention by using the following:
1. Write the daily objectives on the board
2. All activities at the beginning of the class
should be objective related. This activity
will help with the Primacy of memory.
3. After completing each objective use Recency.
Recency helps the facilitator evaluate how
much the student has retained.
4. Use uniqueness in your classes. Do something
different. Do not be predictable with your
delivery of information.
5. Use emotion with your delivery, such as
laughter, cartoons, or picture to bring your
lesson to life.
6. Be sure and have a visual with each slide or
handout that matches what you are teaching.
