ED106 Objectives
How do we identify learner expectations ?
Do we ask the students what their expectations are ?
Do you do this on the first day ?
Do you ask them to write them down on a piece of paper and turn them in ?
I start my class with a student inventory sheet
for the students to fill out. This includes some
personal information besides their major and where they went to high school. I ask them what
they hope to learn from my class,what their weak-
nesses and strengths are academically and where
they hope to be in 5 years and 10 years down the
road. They are usually very open with me and tell
of any learning disabilities from trouble with
spelling to more serious SLD. This inventory has
helped me to focus on the best ways to help the
individual student. Sometimes I even help those
who want to start their own businesses and become
millionaires in ten years!
Hi Mill, thanks for your comments! I have found as well that linking students' individual career goals to the topics at hand is an extremely effective way to facilitate buy in - as you mentioned, it makes learning personal and relevant.
Jay
ED106 Facilitator
Pre-Test/Post-Test will help both the instructor and the learners.
Instructors can identify how to prepare the lesson content and delivery to the learners.
Learners can assess their levels of learning and this can be positive in the form of motivation.
By writing their expectations on paper learners sometimes state their reasons for being enthusiastic about their career, instructors can use this valuable information to keep some of their students focused.
I like to ask them each,thier future goals and then what they hope to learn specificly from this class;This way i can tailor the examples and discussions and make it more personal.
Hi Anthonia -
You pose some great questions - ones that we are currently addressing at my school.
I think the best way to identify learner expectations is to ask your students - I know that someone already responded with this same answer but it is the best and most practical way of getting the information you need. I do this on the first day and then try to use highlight those expectations when they are actually addressed in the curriculum. For example you could state "someone on the first day said they hoped we would discuss XXXXX and today we did". Do so reminds the students that you were paying attention to them. It also reinforces the value of the course you are teaching.
Another strategy you might employ is to have students revisit their expectations at the midpoint of the course and write down expectations they listed on day one that have not been covered. By doing this, students have to reflect on what they learned in class and the instructor gets update to whether or not he/she is meeting student expectations.
I find that the best way to find out learner expectations is to ask them. It is a good "ice breaker" exercise:
Ask each person to introduce themselves and to state their expectations for the course/program/workshop. Alternately, you could have them write their expectations down on small pieces of paper and then read them out to the class (without names).
Record their expectatins so everyone can look at them. After everyone has given their expectations, review the list and clarify what expectations you will be able to meet and those that are outside of the purpose of the course (when appropriate, I meet with those individuals separately to discuss how they can meet their expectations).
Do this before you present the course objectives because you can relate the students expectations to the objectives; with a little work, you can make it appear that the course/program was created to meet their expectations because the objectives corrolate positively with their expectations.
I also use this as a chance to express my expectations for the course outcomes, for the students, for their behavior during the class. This is especially good for establishing that I expect them to participate and contribute.
