Using Memorable Examples
Students will remember a story before they remember a stated fact. When you compare a difficult concept with something the student already knows it starts to sink in and that is when you see the light bulbs go off.
Why are memorable examples valuable in helping students to remember course content?
Using personal examples or telling the students a "trick" you used helps keep the student engaged. My students like it when I equate President Franklin Roosevelt's "Cash and Carry" policy to going to their favorite restaurant and purchasing take out food with cash. This analogy helps them to remember the content.
I whole heartedly agree. Students need to hear how things happen in the real world. I remember going to night school to obtain my Bachelors degree many moons ago. I happened to be the youngest student in a room with business professionals. I learned more from hearing about their day to day professional examples then I did from the book.
One topic we briefly cover when learning about the biology of the Galapagos Islands is the occasional siblicide performed by blue-footed booby chicks. If two or three eggs are laid and more than one chick hatches, the more able chick may kill the less able chick(s). There are biological advantages for this behavior, especially when resources are scarce. When I cover this in a lesson, I begin the lesson with a question.
I ask, "Who has brothers or sisters?" Of course many hands go up. And I quickly follow up with, "Keep your hand up if you sometimes fight with your brother or sister." Of course most of the hands stay up. I then tell them to imagine a big fight with their sibling and then extend into the behavior of the blue-footed boobies.
I think it creates empathy and the question, "Why would a sibling kill their brother or sister?" Now I'm ready to proceed and start asking questions of my students. "Why would blue-footed booby chicks display such behavior? What could possibly be the advantage? etc.
It creates real engagement because the students have personalized what we're talking about, know that it would be horrible behavior among humans, and now wonder why a bird would behave in such a way.
I love to use memorable examples and so do my students. They tend to remember the exmple before anything else, so relating back to it takes them to the anser they are looking for. It also puts a real world spin on things leaving the student not only with the how it is done, but the why it is done. I believe this is a very helpful tool in realating to the subject.
In teaching nutrition, I use all types of examples from stories all the way back to my internship days and working in research or with clients in my private practice, to hands-on models that show bring my point home, like what blood with a high concentration of sugar or fat content looks like. I also find that pictures of nutrient deficiencies attract their attention and help them remember the functions of vitamins and minerals.
Giving students a way to find relevancy in the material using example is a great way to help them remember take-away points!
Memorable examples give the students a change of pace in learning the material. The students may be more comfortable in a real-world experience concerning the topic or concept. I tend to interject metaphors into my narration of everyday events. Such as a car and computer running well one day and what happens if the cooling for the car fails, as a computer malfunction scenario.
I teach economics, so I am often seen pulling out my wallet and discussing real examples.....I like to put them in the driver's seat.
They are interactive in nature and allow the student to retain the information/lesson objective more easily.
I use memorable examples from my personal experiences to relate topics. I alos ask my students how their personal experiences can relate to topics. That way, they can make the topic more personal for them I think that using their own personal experiences will help retention of the information more lasting.
I teach pastry as well. I agree with you completely. Sometimes students think they need a whole new recipe just to make something a different flavor. Their eyes start to light up when you start naming all of the flavors you can infuse into the same creme brulee recipe. Additionally, I like to give them examples of how the industry is different from life in school. I want to prepare them as much as possible for what they are going to face in the outside world.
Using humor is a great tool to use as well! I believe something funny is more memorable than something that is more cut and dry. You can always put a spin on course content, it's up to the instructor to find out what type of spin to put on it. I find that humor works best.
I agree using examples certainly helps the students remember key points. They seems to relate better if key points are put into an everyday scenerio.
I agree. Most of my motivation has come from great instrustors.
I helps them to see how th topic is relivant in "real" life and helps to validate the topic.
Good and relevant examples help students latch on to something that is relatable. I find it to be an invaluable tool in helping students grasp simple and deep concepts. They help to make difficult points more simple and put the those points into context that my students will experience daily in real working environments.
Using memorable examples in teaching format helps the students to not only understand the concepts but aid in creating well-rounded essays.
I think using examples is especially important for students with reading or language comprehension problems. They may not fully grasp what the abstract concept in their reading assignment meant, but if you provide vivid, relevant examples, they can put the concept into practice and, at least in the early stages of their learning, mimic that example. As they go through the thought processes involved in "copying" the example, the abstract concept is clarified and reinforced. The abstract becomes tangible and specific.
Absolutely Kevin!
The end goal is for students to become successful employees.
How to work real world experiences into your lectures?
Good work!
Jane Davis
ED106 Facilitator
