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Due to a mixture of age within our computer forensic class it is most imperative that I use a team approach since the technology and scientific work dictates a dispersal of knowledge on complex issues
Understanding the basics of learning benefits all instructors, since without a general knowledge of how information is gathered and stored, it is difficult to tailor material for maximum retention - the goal of education. As an instructor, I attempt to include a multitude of delivery systems for information - visual, verbal, and hands-on. After reading the information from Module 1, I see now especially how vital it is to include varying types of delivery since it is said that on average we forget much of what we see, hear, and do from day to day. By altering teaching styles, I may be able to more firmly cement new material into the students' minds.
Understanding the basics of learning will enable me to utilize strategies that would better serve my students.
I will be able to better address different student needs and be more effective and getting the students to learn. An example would be to use multiple modalities when instructing such as having visual aids, lectures, reading assignments etc.
I liked reading the part about the percentages of information people retain based on the information source type. In my CAD class it's fairly easy to integrate verbal, visual and "virtual" tactile information in a course because students are at a work station and engaging the software as I demonstrate new skills. However, I am trying to think of ways to integrate more tactile learning methods into my Construction Management class without being too "elementary school". For example, topics such as Construction Project Delivery Methods. These are lists, with each type having unique attributes that define them. I don't necessarily have an answer right now, but knowing this information definitely helps me to understand how relate information to students so that they may be able to better retain that information.
I teach digital prepress to prepare designers to be able to execute their art successfully on press. Increasing the number of interactive assignments to reinforce the understanding of how to apply different processes to meet the needs of the circumstances of the production of printed pieces is the key to success of retention the important information.
Understanding the how the mind assimilates new information will definitely benefit me in the classroom. I will undoubtedly being incorporating varied repetition into my instructional style. I also find a small dose of humor helps as well.
Understanding the basics of learning means that teaching methods can be tailored to specific learning styles. Additionally, the needs of adult learners differ significantly from the needs of younger learners and must be respected and used to enhance the learning process.
I'm a strong believer in combining semantic and episodic learning. I often have students develop their writing practices, a semantic process, by writing about personal experiences, episodic memory. This not only represents the interaction of writing and identity, but it also allows students to develop their communication skills by using their own experiences and memories as a vehicle. For example, I've asked students to practice descriptive writing by detailing their childhood neighborhood. We exploit the writing process for this activity--students draw a picture, freewrite, and discuss for pre-writing, draft, and revise--and students enjoy the content they are writing about. Implementing assignments that ask students to reflect on personal experiences to learn a new concept invites more engaged and enthusiastic responses as well as content retention.
Hi Joseph,
Yes, they do. The get very excited when they get to hear a former student talk about his/her challenges and successes both in the classroom as well as out in the work world.
Gary
Understanding the ways in which the brain functions and how learning occurs is of extreme importance to the educator because not all people learn the same way (or have maximized learning through the same methods). I often tell my students that I learn by hearing, seeing, and doing and have never been one to just pick up a textbook and gain all that I needed.
I adapt my instructional methods on a routine basis when I eventually understand how differently my students learn. When I recently learned that one of my students was diagnosed with Tourette's Syndrom, I understood that his vacant gaze was not due to indifference or laziness, but to a medical disorder. At that point, I would begin to approach him with questions and comments that would assist him in returning to "normal" and help him focus on learning.
I also agree on this this. We will show the students many ways on how to do just one technique. We never say there is only one way. We then either have them go out and interview a Chef/Baker and they than can see the topics and techniques we just taught or we bring the Chef in and have them talk or demo something related to the technique or topic we discuss or do in class. The students love this way of teaching and learning.
Learning the basics of learning will benefit an instructor because as the students understand the material and retain the material, the instructor can then move forward with the lesson. For example, when instructing digital learners (younger generations) they have to be stimulated with many components of a lesson at one time. These learners are natural multitaskers because they have been born into the age of technology. Trying to teach one thing at a time will leave them bored uninterested, and retention will be minimal.
Knowing how the brain works to provide learning, memory, and experience for individuals, helps the instructor understand basic concepts to aid the student in becoming successful.. For example, we know that breaks must occur during a course, to provide the brain with a "break" or students stop focusing. We also know that previous experiences from each student shapes their thought processess. Drawing on these and asking students for their own experiences in these areas, helps them to solidify new information in relation to their experience; therefore, creating a new experience for them.
Hi Adam,
Good question and one that in my opinion doesn't have a clear answer. I personally like having command of certain facts and techniques in mind ready for use. I worked many years to acquire this knowledge and it serves me well when I need it. On the other hand with some much information out there and so easily accessed how much information does a person need to know to have a successful career. With the growth of technology being as fast as it is we are still trying to find out the human factor in the mix. We need to ponder the question more in the next few years.
Gary
understanding the brain function and how learners receive information give us a chance to be more effective as to delivering the class content and how we deliver it.
positive life experience can bring an association to the information content seen in class and provide a better retention of those informations
I have learned that rote memory and mnemonic tricks are based in specific memory patterns and now better understand why they work. I also realize that although earlier generations were very accustomed to using such “tricks†they may not be as necessary being that they involve material which is less crucial to the overall learning. As teachers we sometimes forget this specific type of knowledge is less important in the information age. Although we were pushed to remember statistical type facts such as dates, names and places, overall perhaps we should encourage students to understand the broader concepts and worry less about certain facts they can obtain using portable electronic devices in an instant. All that said, I still personally feel better being the type of teacher whom has names, dates, and other trivial facts in my brain and not willing to “Google†anything I don’t feel like learning.
In conclusion, I think I am torn between the Einstein philosophy of not wanting to clutter his mind with things like his own telephone number as it can be so readily referenced. On the on the other hand, I honestly think less of someone whom continually has resource and reference every miniscule detail because it seems a true craftsman will inherently know such things. Perhaps I am reflecting the difference between a beginner and a journeyman.
I would like to continue to encourage students to both understand concepts and as well build their pertinent trade "geek" facts. Is their in fact a need for the average professional to have command of slowly diminishing ancillary information in the information age?
Since students remember or process information in a variety of learning styles, it is important to provide verbal direction/instruction, visual instruction then some form of activity in which students can actually "apply" the information or learn through a hands-on type of activity.
-Eleanor
Hi Jane,
Good strategy. By allowing students to use their own life experiences to build a connection between the course content you are helping them to build strong memory connections. When those experiences aren't there you are giving them episodes upon which they can build so their memories can be enhanced. It is a win win for everyone.
Gary
Like I mentioned before, I think it is crucial to understand how diffent learners process information. This makes me aware of students' strengths, as well as limitations. It also helps me plan my classes so that I can address as many intelligences as possible.
Finally, understanding how to structure classes to maximize retention of information is useful to me as well.