How we learn
I think we learn in ways of difference for all. Taking the time to ask the students if one learning style works better then another is benificial to course prep and connecting with students of all levels.
Lorraine,
This is one of the challenges we instructors face. We need to strive to find balance in our approach so we reach all ages and experience levels of our students. I use a lot of group work where I assign younger and older students to the groups and they work together to solve problems. It isn't very long before they start to see how each can contribute to the success of the group. This is the beginning of respect and rapport.
Gary
Gary Meers, Ed.D.
The students in my class are of varied ages from 20 to 40. How the younger student learns is much different than the older student. The interest of the student also varies. Including personal experiences has helped with the retention of information.
Margarita,
I am a visual learner as well so I can appreciate your comments. We need to offer a variety of instructional deliveries so we reach the different learning preferences of our students and keep them engaged in the learning process.
Gary
Dr. Gary Meers
Everyone learns at a difference pace. Our past experiences may help us in the process or learning and retaining information. I am more of a visual learner... "If I can do it, then I have learned it". This is why we should try and understand how each student learns.
I agree. Using different strategies for different types of learners works best. I do ice-breaker activities when I get a new class that helps me determine what kind of learners I have. Pre-testing works well, too.
Many of my students are not sure what learning style is going to work for them. Many times I have to help them determine what is best for them. Using mulyiple systems or tactics may br the answer.
I believe that students learn in different ways and it is the upmost importance to learn what that way is asap to curtail your teaching styles.
Great suggestion. I've done the same with good results. We discussed the scope and then used it, we discussed the VAT and then used it, we discussed the scan tool and then used it. I found the labs took less time and the students had a better understanding.
I agree. Students learn more from being put into situations that are close to real life. When they feel that the learning situations will aid them in real life they become more interested. Lectures and reading assignments are also necessary complimentary parts of the learning process.
Victor,
I agree and the more opportunities to offer "live work" to students the greater their engagement is going to be.
Gary
I think most students would prefer doing live work, they feel they get more from it, although the simulator may have more posibilities for bugged problems. The students see more value in cars that have been on the road, the perception is it's more realistic, if they think they get more, they will remember more, in other words, they do get more.
Ronnie,
I know you did because the work was "live". Students as we know really like making application of their newly acquired knowledge and skills. By hooking the scopes up to their cars they were seeing relevancy and application at work. It was a win win for everyone.
Gary
Just the other day I was displaying a scope to the class on a simulater and I asked the class would they rather work on the real thing than a simulater and about 75% said yes so I gatherd up the scopes and we went outside and connected them to thier cars they seem to like that better than displayes in the class .By doing both the simulaters and the hands on approach I think I reached more students.
Repetition and flexible instructional styles are important in a fast paced curriculum. Using both verbal instruction through lecture and visual instruction through demonstration are two ways I use repetition to instruct my students.
I learn through repetition. I find I read the same material over and over and each time take away one more piece of information that I missed or just couldn't absorb the first go around. Of course I have realized that absorbing large amounts of information requires context to be given to the information. Otherwise it becomes nothing more than lists that fall by the wayside.
I agree and being able bend or be flexable in our instructional styles is also benificial for student learning and our own.
