Jason,
If your facility can allow for that mix then the back and forth is a good approach. If not, there are ways to make the lecture environment more group and discussion oriented that can help prepare students for the lab environment.
Ron Hansen, Ed. D.
I think a blend of in class discussion with hands on lab activity is important. The key is timing. Too much time can not be spent in either enviroment without going to the other. It must be a happy medium so to speak.
Melissa,
Having them help each other is a strong reinforcement for their learning.
Ron Hansen, Ed. D.
I always show my students a task in the lab first. Then I put students in teams. Have them practice. I am there to watch and help. Then my students are there to help each other as well. The are able to watch, do and teach.
mark,
Adult students wish to bring their experience into the classroom and want to know how the learning fits into their plans.
Ron Hansen, Ed. D.
It's like everyday life, everyone has a different background history to how they have grown up. Just from personal experince, I try to hold everyone to high stardand. Myself growing up and being pushed to excell has given me a successful career and helps me stay positive about being passionate about teaching.
Benson,
Do you break up the lecture into short segments?
Ron Hansen, Ed. D.
My method of insruction is much along the same lines as Kerry's. My students do show more desirable response to lecture vs. lab instruction. I try to give each student an opportunity to absorb both lecture, writen and lab (hands on) instruction before assesing their competence.
loretta,
Creating together engages students. Do it more.
Ron Hansen, Ed. D.
LE,
The reflective paper is great addition. Gives the students a chance to review their own work.
Ron Hansen, Ed. D.
Ronnie,
Some students have a challenge retaining lecture information when this is separate from the lab. A good practice is to provide guidelines in the lab.
Ron Hansen, Ed. D.
I create the object on the board and hand out sheet and get right to having the students create the object. Or we even create together step by step during the lecture.
I have found that a guided study or guided experiment is often very useful. The student is given a task to research and perform in the lab. The lesson begins with an explanation of the theory and is followed up with a hands-on exercise where the theory is applied and specific results are recorded. Following the exercise, a reflective paper is written to review what was learned and explain any unexpected results or surprise findings. This engages the students in multiple modes of learning and thinking about the concepts being taught.
I use a powerpoint, whiteboard and drawings to demonstrate how the system work. Then we go to lab and use the knowledge to complete the task. This seems to work for the majority of students, however if more is needed then tutoring one on one is available.
William,
Thank you for your reply and providing the example.
Ron Hansen, Ed. D.
Ron, one example I can share is the lessons pertaining to testing automotive electrical curciuts with an osciloscope. I will talk about the type of pattern they will see when testing an AC pulse generater with the scope, and draw the pattern on our white board, then taking the lesson out to the lab and obtaining the same type pattern on an actual engine's crankshaft pos. sensor. While looking at this pattern I will show them how to determine the speed of the engine(RPM) through measuring the pattern, then taking them(the student)into the car's interior and showing the tachometer is reading the same RPM.By using these diff. venues the student regardless of thier prefered learning style, seem to be able to connect the dots.
Krista,
Do other instructors at your school use the learning style survey?
Ron Hansen, Ed. D.
William,
How do you apply what you have learned about learning styles through your own experience in the classroom or lab?
Ron Hansen, Ed. D.
Franz,
Do you provide worksheets or printed guidelines?
Ron Hansen, Ed. D.
Mark,
This is all good. Have you tried working in groups with older and younger mixed together?
Ron Hansen, Ed. D.
