Beginning With The End in Mind
The idea of beginning a class with activities that are based on the whole experience rather than "pieces" of learning makes a lot of sense. I have practiced this but never read the theory. This learning encourages me to do this more.
Margaret Bennett
Dr. Richard,
I like this analogy. It really is important to help our students see where the road leads so they can monitor the progress toward the end.l
Ryan Meers, Ph.D.
Someone once used the analogy that showing and telling the whole picture is the difference between having someone bowl blindfolded versus someone bowling and seeing the lane and bowling pins. Like planning a road trip, knowing the destination can help guide discovery, questioning, and the learning process.
it's all about success. we need to tell them what we're going to talk about or do, talk about the subject. and do the lab and follow up and the subject. build self esteme until they are comfortable. take what ever time is necessary to answer all questions and
I realize how much we actually do this in our program. We show our students the equipment and tell them what it does, then we go back and teach the theory behind the equipment/therapy and when it is indicated etc. This technique helps keep the students engaged and ready to learn more about it.
Likewise, I believe I will try this approach for my web design class. I'd been contemplating reverse engineering a web site at the beginning of the course, then introducing students to the HTML, CSS and other components of web page design.
Now that I see its a legitimate concept, I'm confident it can be effective.
I have used this technique, but I didn't know it was a 'technique' at the time, it just seemed a better way to get the attention of students.
I first did this in a photoshop class where I showed my students the end result of a composite image I had designed, and they were all fascinated and wanted to know how I had made it. Fortunately I had saved the composite in periodic stages of development and could walk them though the various changes and show how they were done.
Ever since that class I have used the technique where it made sense to do so.
I agree it will keep their mind flowing and looking for the finished product.
I agree with showing the finished product first, and then going over how to prepair the product. Most people are visual learners if they can see what they are prepairing first they can maintain a visual of what they are striving to attain to.
I can relate to this approach, culinary students are supposed to read and study the recipes before the instructor even demo or explain the technique.
So, I agree with Arthur- giving the a taste of the stock before explaining the components of a good stock might work in our advantage......
I do use this approach for my Sanitation class - by assigning a mock inspection of a kitchen at the begining of the course, and then a re-inspection at the end of the course. This helps them realize how much material they have learned and also helps them become aware of the way their perspective of food safety have changed !
In the material, it was noted to have students write before teaching the writing process. I have done this with students in teaching writing and constructive criticism for quite some time now. I have students write an essay for homework as their first assignment. I then take the papers but do not grade them. As the project at the end of the course, they get to grade the paper (not for a grade) using what they have learned in the course.
This makes a lot of sense. I admit i have not used this theory before but i do intend to in the near future.
I am going to try this with difficult problems in my math class. I really believe this will allow the students to trouble shoot.
I like this idea.
Hi David!
I would suggest that you keep in mind that some students may be linear learners and could have a challenge with beginning with the end.
Keep up the good work!
Jane Davis
ED107 Facilitator
To me it gets thier mind moving, active, stimulated, for what is to come, which should be harder.
I just did this in my class and I wondered if it was an appropriate teaching strategy. It made me happy to read that it is a technique that has been used and has worked in other classes! Thanks, Sharlen Krause.
I agree keeping the end in mind keeps a better flow and understanding.
I often do this in my English class. The students have to give a speech, so I often go through a speech at the beginning of class and then go over the requirements for the speech. It works well because the students are able to visualize the components of the speech.
I had never considered this approach before. I teach in a culinary school, but I can see how this would work to the students advantage. For instance next time I lecture on stock production. I will begin by giving the students a cup of richly flavored, warm chicken stock and have them taste it. Then we can discuss what their impressions of it are. That will lead into the lecture about the steps in making a good stock.
I use the written syllabus to outline the material we will cover during the class...but at the same time I explain the process of building concepts to attain the final objective. The final objective may be aligning at vehicle. But to get to that point I explain the importance of learning the name and function of all the parts,angles of steering geometry, and adjustment points. Once the students understand the final objective, they understand the importance of each section we cover, finally ending with aligning a complete vehicle...
The acceptance, or buy in of the students is better with sharing the final objective.
