I often use the hands on "style". Being a media professor it is very hard for students to accomplish good works from text or lecture. Getting audible and visual students to understand general concepts taught by making them do the concepts works wonderfully.
I have them perform a task until it is done correctly. It may take several tries at first.
Arthur,
This lesson plan seems to offer different ways for students to grasp the material.
Ron Hansen, Ed. D.
What I like to do is give a brief overview on the importance of the topic. Follow up by terminology and components wich I will discuss as well as draw out on the white board for the students to see. When we have completed the sections I will have them perform the lab as I ststed earlier to them and do a follow up Q&A after to determin how well they have grasped this task.
Judy,
What is the breakdown of time for your typical lesson plan? Is the most amount of time provided for students performing the task?
Ron Hansen, Ed. D.
Emilee,
I assume you are teaching a course near the end of the program. If so, the students probably know each other very well.
Ron Hansen, Ed. D.
Odilla,
Thank you for your post. Do you find this to be true when introducing a new topic or just at the beginning of the term?
Ron Hansen, Ed. D.
I lecture, demonstrate and then facilitate as the students perform.
I teach very small classes (no more than 4), and opposed to having extremely diverse learning styles, I often have one "experienced" student that as proficient or more proficient at the task than I am and one that has no experience. This situation may be reversed on the next chapter or task. I often lecture and explain the task and allow the "experienced" student to be the leader in the task (add the tips and tricks they have learned) and the fellow students often respond well to the situation & it is similar to the dynamics that they will experience when they enter the field.
I have found out that most students respond more with interactive learning but carefully observed that starts with passive learning then group interaction eventually leads to a more accountable discussion within the group.
I think understanding that people learn and process things differently has made me a better instructor by making me learn to be more flexible and have to think about new ways to share information.
Dan,
How has your experience from observing different learning styles impacted your teaching style? Any changes that you may have made specifically for a learning style?
Dr. Ron Hansen
I lecture to the students on what will be required for a project, then give a demo on the project, then observe the students in lab while they complete the project. It's always interesting to see what information sticks with different students according to their learning styles.
I have not done any type of test. We do have discussions on who has worked with hair in the past and how much time they spend working on their own hair. It becomes very apparent quite quickly who has the skills and who do not.
Lorrie,
Thank you for your detailed post. Have you ever considered some sort of pretest to see what your students know about hair? If you have done this what did you learn?
Encouraging repetition and practice is important.
Dr. Ron Hansen
As a Cosmetology Basics Instructor I start out with a short lecture period to introduce the subject matter, incorporating power point along with the theory. Since I have different levels of learning I introduce the subject as if all the students know nothing about hair. I feel that way I don't miss anyone. Some of them will be learning it for the first time while others can use it for a review. When the theory portion is complete, I will follow with a dvd of the procedure if available, or with a step by step demo. By this point they are either dreading the possibility of having to perform the procedure or are very excitted to proceed. For some of the students they listen, they watch and they do. Others need more, so for the ones that struggle I will stand right next to them and perform the procedure step by step right along with them. The student will continue until they have completed the assignment. It doesn't have to be great but I do tell them that I need to see an improvement each time that they practice that particular skill.
Lance,
Trial and error could also be seen as a sound instructional design process. Feedback regarding teaching methods and activities is important.
Dr. Ron Hansen
My teaching revolves primarily around lab time. Introducing my students to as many real world situations helps them once they reach the work place. Trial and error would best describe our working environment.
Kimberly,
The variety of methods is responsive to addressing different learning styles.
Dr. Ron Hansen
felicia,
Research indicates students retain 5% of what they learn via lecture. Hands on is in the 50% or higher range.
Dr. Ron Hansen
