We have made some changes to medical simulations in order to accommodate different learning styles with out altering the eventual patient outcome
Douglas,
You may also consider pairing the students that can work independently with the students that need help. Students teaching others retain more information.
Ron Hansen, Ed. D.
Jeffrey,
Providing guidelines for the hands-on portion can help the students go through a process more easily and learn.
Ron Hansen, Ed. D.
Mary,
Can you provide a specific method you prefer?
Ron Hansen, Ed. D.
Pierre,
Is there a one technique you prefer?
Ron Hansen, Ed. D.
Brandon,
Integrating the student owned technology, their smartphones, is a great innovation. Yes, students retain more information from a demonstration.
Ron Hansen, Ed. D.
Generally I try to get an idea of which students are capable of working more indepently. Once I have an idea of those students, I can spend more time with those who are unsure or need my assistance.
I have many of the same issues, Trying to teach student how to develope critical thinking and avalysis skills is difficult. I spend a lot of time explaining how systems work, such as transmission. I explain to them how to go through a process of elimination to figure out exactly wht is the problem area of the system. For instance, in a transmission, the gear that appears to be working normally while all others seem to be faulty. It is typically the normal one that is really the problem. If you can get them to understand why, then they begin to learn and apply these skills. I use lectures, demonstration and hands-on lab projects to teach these skills.
I utilize different teaching methods and vary how I assess the success of these methods, using different competency styles.
I use my professional experience and my specialized education training to teach my culinary class. It is very important to create a trusty and interactive learning environment. Different teaching techniques are available to support the learning outcomes. Collaborative work, Peer training, problem based learning are supporting successful education in a kitchen.
I have made some adjustments to my power point and to Lab teaching styles. first, one power point slide requires students to write down a list of steps to complete part of a project in lab. I have the students use thier smart phones to photo the steps. This save time.
Second in lab I like to watch my students as the perform in lab. This helps me direct student in ways I see they learn using their style. example is not all student learn from a manual, they need demonstration.
David,
For any class size break the students into groups. For a size of 8 splitting into groups of 4 are sufficient. Allow for some peer-to-peer learning. Let those who grasp quickly help the other students. We all know it is not about completing the task but about mastering a skill. Retention of information is at its highest level when students are teaching each other. Then you focus on guiding the students when you see them veer off course.
Ron Hansen, Ed. D.
I teach pattern making in a fashion design program. Most of my students are visual or tactile learners.
The lesson plan for my CAD pattern making class is based on a series of projects. Each week there is an in-class project and a "homework" assignment. For both assignments, I provide students a step-by-step hand-out for completing the assignment. On the hand-outs computer functions are typed in bold print with the page number from the textbook referring to the explanation of how to use the function. Besides directing students to the text book, I also demonstrate how to find online help.
Students are provided rubrics with objectives and project specifics. Students and I review these in class before demonstration begins.
For the in-class assignments, I demonstrate a series of steps, then give students time to complete them, while I walk around the room answering questions and offering assistance. Through experience I have learned what level of complexity a project can be so that the average student can complete the project during class.
Students who catch on quickly are encouraged to help neighbors. This gives me time to help students who are having the most difficulty.
The homework assignment is created to practice a minimum number of functions in many different ways so that students will memorize the "clicking" sequence involved. Completing the assignment makes the following week's in-class assignment easier. For this I do a short generalized demonstration of the functions involved and give the students time to experiment with the new functions.
Usually I have 20 or so students. This term I have only 8. The students who catch on quickly start socializing while I am helping the "slower" students. Any suggestions for improving the dynamic for this smaller group?
Beth,
Yes, the handout allows people to go at their pace.
Ron Hansen, Ed. D.
When I am teaching in a lab environment I like to give a handout explaining what we are going to be doing and a demonstration of what is expected as well. The students are then going to do it. I feel I am hitting all different learning styles.
John,
Smaller mini- demonstrations could help too. Yes, it means repeating a demo but doing it with small groups will help with making connections between students and between the students and the instructor.
Ron Hansen, Ed. D.
In our kitchen lab settings we try to accomodate many learning styles. Mirrored tables were installed so that our students coould see the demonstrations. Speaker systems were also installed so that students could hear the instructors clearly.
Pierre,
Is this reminder one-on-one?
Ron Hansen, Ed. D.
Working in a lab environment I would remind my students the importance and strenght of their own learning styles.
Edward,
The one-on-one is yet another learning style.
Ron Hansen, Ed. D.
