I use several methods of teaching in both the lab and class environments. In our fascility, the most common is concrete- hands on experience. However there there are still several students that seem to learn by having things explained to them. Sometimes explanation may have to be turned several different directions before thay understand correctly. When this happens I will tend to try to blend both approches together once I have assesed their learning difficulties.
i find the lab to be the cement for the classroom lecture. the students we have are a 90% hands on learner. I find the more they pactice they better results they have on the exams
Joe,
Thank you for your post. I like that students will help each other out. Research shows that students teaching others retain 90% of what they learn.
Ron Hansen, Ed. D.
The learning styles I use allow me to vary them based on the students needs. In the classroom setting if the student looks like they are not understanding the concept, then I will take them to lab or use a method that will help them understand the concept better. I beleive that you need to not only lecture but break the subject with lab demo's/hands on in order to help your students learn the subject. Sometimes other students help out in explaining it in a manner that helps them understand it.
most of our studens are of the hands on type and are egar to get into the lab but its important to have a demo for the visual lerner and mauals for the type the learn by reading
Phyllis,
Providing options for the students and allowing them to find the best way that works for them plays a big part in helping them to succeed.
Ron Hansen, Ed. D.
rebecca,
The student giving a demonstration helps in the retention of information. When teaching others students retain 90% of what they learn.
Ron Hansen, Ed. D.
I first put all guidelines on board. I show all materials that will be use for activity and do demonstration. I then have one student do demonstration before the class gets involved.
As I generally have varied age groups in my Phlebotomy classes I have to take into account many different learning styles. I usually start out by telling the students there is not just one way to do a task. I will demonstrate different techniques and let them find the one they are most comfortable with. Once they realize they can find what fits them they blossom. When they think they have to do it my way or only have one way to do things some students freeze up. I like to see the student light up when they finally find the technique that works for them.
Thomas ,
Please tell me more. Share an example.
Ron Hansen, Ed. D.
I have sat with students and helped with there work
Scot,
"Allowing them to connect the dots". A great statement. Helping students to be self-directed in their learning helps them to retain information at a much higher level.
Ron Hansen, Ed. D.
Accommodating Learning Styles in a lab environment can be challenging, I have really attempted to look at how I teach my class and make changes to the way I present information and task to my students. As I have looked over the way I teach my curriculum I have discovered that far too often I am just reteaching the way I was taught when I was a student even if this format did not work for me as a student. I have shifted the way I present information and have attempted to allow student multiple right ways of doing a project and selecting what way works best for them. This has required more work on my part to have demonstrations prepared of multiple ways to do the same task, as well as doing demos of ways or methods that I am not as comfortable with. But by giving clear expectations of what the finished product requirements are and allowing them to connect the dots on their own rather than my way has helped students how have a different learning style than myself to find a place for themselves within my classroom.
Anthony,
Good strategies. If you identify the different learning styles amongst your students you can guide them toward learning successfully.
Ron Hansen, Ed. D.
I usually lecture, demo, and have the students practicee what I have just lectured/demonstrated. I walk around and reinforce them as they perform the task. I also ask them questions to reinforce the concepts or theories I introduced during the lecture/demo.
Steven,
Thank you for your post. A suggestion, try a classroom exercise where they students practice critical path analysis on something that occurs everyday in their life. Let them learn how they go through this process before they have to practice it on the automotive technology.
Ron Hansen, Ed. D.
Much of my teaching involves getting students to learn critical path analysis skills in automotive technology. Some students have an excellent ability and show it early in their training. Others students struggle with this and even through tutoring, they may never “get itâ€. I have many different ways to show them a different “attack†on a problem. In the few times I feel I am not getting through, I will go get another instructor to add another dynamic.
Gilbert,
Group work is very helpful. Students retain at the highest level when they are teaching each other. This is part of the group dynamic.
Ron Hansen, Ed. D.
DeVon,
If your course is software based then text and lecture are primarily for giving information.
Ron Hansen, Ed. D.
Teaching in the lab offers challenges especially when people have different learning styles and come from different backgrounds ranging from having some industry experience or having none at all. The subject matter has to be taught but after the first week of class you start to get a feel of each student learning style.
Looking at the experiential learning theory I understand how I have approached the students in order to get the techniques and content to them. Some projects are done in groups to deal with time constraints and get students to work together, diverging. A brief lecture is given at the beginning of class to explain the day’s tasks so the student can understand why and how things are happening with their project, assimilating. Students are given encouragement to add creativity on their project and do it in a different style, converging. Two person projects are given to students so they can create together and use knowledge and techniques already learned using their notes instead of the textbook, accommodating.
