At the beginning of a course, I tend to hand out a survey of sorts that addresses different learning styles and tells me which category an individual student falls under. I then take that information into account when planning my course and teaching strategies. I encorporate a mix of different teaching styles in order to cater to each individual student and their uniquie learning style.
I enjoy photography as a hobby. I can read a manual on the subject, and put the procedures and concepts into practice. My wife shares my interest in photography, but learns in other ways.I can take pictures with variable shutter speeds, and aperture settings and show her the results, and there by getting her to understand avalible light and depth of field techniques. I need to read about it before hand, where she needs to see results and have more initial hands on experience. We both employ cognitive,intelectual,psychomotor styles of learning, but rely on some more than others. Iconsider my students as unique challanges to assess thier best learning styles , and there by being able to help facilatate the learning process for each.
In my class I will lecture on how something works and go right out to the lab to have the students perform the task with a hands on so they can see how it works.
I teach a variety of different generations in automotive classes. I've found that many of the older students adapt easily to the mechanical aspect but struggle with the computer end and the opposite is true with the younger generation that grew up with electronics. I plan extra lab time that allows each to finish assigned labs and spend remaining time concentrating on trouble areas. I also use a different approach when comparing old and new technology depending on the student. I introduce what they are most familiar with and then refer to old or new way of doing things.
Cheryl,
Yes, the lab experience reinforces the theory/lecture.
Ron Hansen, Ed. D.
Joseph,
This is a very student centered approach to incorporating learning styles. Thanks for sharing.
Ron Hansen, Ed. D.
I used training aids, paper service manuals, and manufactures web sites for teaching in lab.
Students need to see it. Touch it. Read about it. And research it.
Learning in the lab is another way to reinforce what has been taught in the classroom. Some students can follow verbal instructions and procedures. Other students need written step by step instructions. Some work very independently and others need close supervision. The lab provides the opportunity to meet various styles of learning as well as the gratification of seeing the result of their work.
Our group approach was to design the lab task sheets with leaning differences in mind, to that end each physical assessment comes with a hands on component, a written assessment and a verbal interaction. This approach allows us to interact with each student at the level which shows the importance of each style of learning while reassuring them one of the methods will help to spotlight their performance.
Rejandra,
Thank you for your post. This combination does address several learning styles.
Ron Hansen, Ed. D.
Mark,
Problem based learning is a great way to engage students.
Ron Hansen, Ed. D.
Lecture for direct information, hands on for the mechanical technical skills, and working in teams for a convergent of learning styles and skills. We work both individually to promote their confidence and groups to learn how to explore in teams to arrive at the correct answer and method to use.
I like to set big picture thinking by assessing a customer concern. Then develop strategies to address the concern. Logical process thinking is essential to trouble shooting
Stacey,
You are reinforcing the theory from the classroom by making the connection with the equipment in the lab. If your schedule permits this keep it up.
Ron Hansen, Ed. D.
What I have been doing in class to reach different learning styles, is breifly go over the subject and carry the class to lab to look at the system. We come back in, discuss what we just looked at and put our hands on, then go in to further discussion as to how the system works. After that, we go to lab, look in depth at the system and complete labs sheets on it. We then review the material and test. It takes slightly more time, but it really helps the student's retention of the material in the automotive field.
robert,
Thank you. Provide an example or a story about an adjustment and how it occurred.
Ron Hansen, Ed. D.
jamie,
Do you have students work in groups? Students talking through what they are doing as they are working on a task? Ask them questions from the lecture while they are working on the task.
Ron Hansen, Ed. D.
Whether increasing engagement and allowing self-discovery, I often find myself adjusting to the needs and natural learning styles of the students.
I work in a medical lab and I find that a brief lecture about the topic followed by I do then you do seems to work. It accomodates all learning styles, especially those who learn by doing the skill.
steve,
Can you provide an example?
Ron Hansen, Ed. D.
