I have set up all pass around in individual bins so the students have access instantly as I'm talking about the part. this way the students are seeing the parts as I'm talking about them not 10 minutes later
James,
If you ask the other students what step do they think is next before you read it the results might be interesting.
Ron Hansen, Ed. D.
Bruce,
The bouncing of ideas has most likely provided learning opportunities for you too. Perhaps things that you end up incorporating into future offerings of your course.
Ron Hansen, Ed. D.
The student body ranges in ages from 18 to 55. So multi learning styles are present requiring multi strategies to be use from lecturing, active demos with lecture, using student as an aid to do the demo as I read the instructions, ect.
I have a good assortment of pass around components that go with the power point. I like to put students in work groups of different ages and learning styles to bounce ideas off one another. The use of demos during the lecture and having students do hands on lab assignments works well. Asking questions as the students preform their labs to make sure they understand what they are doing and what the outcome should be.
TC,
Consider group discussions and interactive activities during the PowerPoints, lectures, and demos.
Ron Hansen, Ed. D.
I have the luxury of having a diverse student group as well as multiple levels of training. I get to do a large gambit of different learning styles. We have power points, lecture demo's and hands on lab tasks.
Suzanne,
The combination of techniques are responsive to different learning styles. Some students may be better prepared for the lab because of the presentation and model while others do much better when they are in the lab.
Ron Hansen, Ed. D.
Teaching dental hygiene requires both didactic and clinical instruction. It is difficult for the students, who in this field do better with the kinesthetic and visual means of instruction, to learn techniques simply from a power point. One strategy that I use in the classroom is to provide the students with a mouth model to manipulate while watching the slides. In the clinic, it is much easier to teach because the students actually mimic what they have seen first hand.
