karla,
This process provides a means to address visual (PowerPoint and demo), auditory (question and answer), and kinesthetic (demo on each other) learning styles. Did you develop this approach over time? Have you refined the PowerPoint and handouts based on your experience with the demos and questions?
Dr. Ron Hansen
I start my class with a power point , while going over the PowerPoint I try to give as many examples based on my experience in the field as well as giving them some handouts and questionnaires , that will help them as well . Then I demo giving them a step by step . I encourage them to ask as many questions . As the students demo on each other , I walk around asking questions on their choices and techniques they decided to use as well as giving them my feedback .
Tami,
Is this an activity that you do frequently? This would seem to be a good activity to develop their ability to identify the correct instrument and their ability to respond to direction promptly and correctly.
Dr. Ron Hansen
I play games with instruments and time them on how fast they can retrieve them and pass to me correctly.
Michael,
Based on your post students are exposed to a practical experience four times, gradually moving toward the real person. Have you found students gain more confidence in their dry run or with the dummy? Thank you for your post.
Dr. Ron Hansen
Keegan,
With this loose schedule have you found students stay on pace when you give assessments such as hands on practical exercises or exams? Thank you for your post.
Dr. Ron Hansen
I guide the students step by step when they are in the Megalab. The first time is a dry run I show them first. Next they do a dry run so I see if they have the movements right. Next is the use of a "dummy" until the students are comfitable
When they are they start on eachother.
I have tried to balance the lecture / power point with Demo and hands on activities. I find that I have some students who do better with visual, some audial and some hands on etc. I try to ekep the whole class on a basic loosely structured schedule while allowing students to spend more or less time in which ever method fits their learning style best.
It is in front of the class. I will discuss the missed steps or correct positioning when needed. As this is the first time they have preformed the skill, students can't really critique each other. Once the group session starts, I do allow and encourage students to monitor their partner and assist if needed.
Bryce,
Is there one practice you have found more successful than others? Or a practice that has evolved over time?
Dr. Ron Hansen
I try everyday to make the learning environmentfun and exciting, Ive seen peoples learning capacity grow by doing this and over all great results from doing so.
LaKisha,
When students are demonstrating one on one are they doing so in front of the whole class or just for you? If the former do you allow for a critique from fellow students?
Thank you for your post.
Dr. Ron Hansen
I use a variation of methods. First I discuss the procedure, demonstrate the procedure, and then tell them how this will apply to everyday use. I open the floor for any questions, then I have them demonstrate 1 on 1 with me so that I am comfortable in their skills. Once everyone has demonstrated to me, I allow a few minutes for them to continue to practice on their own.
Tim,
Thank you for your post. Based on results from review discussions have you found the need to revise your approach or any component of your process?
Dr. Ron Hansen
I'll discuss what procedure that I'm about to do and how it can be applied. Then, I'll do the demo, explaining each step and encourage questions as I go. The students take notes and when I'm finished, we'll discuss it to make sure that everyone understands it. It's now the students turn to do what I've shown them and I'm there to help them along the way. when everything is completed, we'll have a review discussion.
I feel that this is very thorough and covers every learning style. The students also seem to enjoy the interaction rather than just listening to lectures.
The way I present the topic is with a detailed powerpoint,recalling experiences that I have had pertaining to the subject. Next, a demo followed by step by step hands on where I offer hands on help or suggestions.It is very important to me that the student understand the task and can successfully completes it.
shannon,
Case studies and role playing do help to connect the subject matter to the real world.
Dr. Ron Hansen
I lecture on and demonstrate techniques. The students then practice the techniques on each other, giving feedback and recieving further tips from me if need be. I also like to use case studies in the massage lab, where I will give them a hypothetical client with a pathology and ask them how they would treat this client. I will also encorporate role playing when it comes to different domains of the massage students education.
Susan,
Thank you for the detailed response. This strategy certainly sets up the student to do the hands on activity. What have you found successful when then following up with the student when hoe or she or doing the hands on activity that you have so carefully demonstrated and described?
Dr. Ron Hansen
