Brenda,
This is an important part of our instructional planning process. We need to know how to reach different learning preferences as we encounter them in our students.
Gary
Gary Meers, Ed.D.
Getting to know our students allows us individualize our teaching styles.
James,
Good plan to follow and your comments shows how it is paying off. This is how you keep students engaged throughout the class sessions and moving forward with their learning.
Gary
Gary Meers, Ed.D.
By helping me combine different methods of teaching to present the same information in more ways. In my own classroom I will find more ways for my students to really apply the information to past experiences, as well as present the information in different and more exciting ways.
Donna,
Good way to connect application to content. The more connections of this type students can make the more value they associate with the content and why it is being taught.
Gary
Gary Meers, Ed.D.
By understanding how the brain works and knowing the age group of the students, it will enable me to apply different techniques to enhance their learning. Teaching math is a good example. I have many adult students who can not do basic math. I use everyday life examples to teach the concepts such as money, balncing the check book, etc.. which seems to work very well. It's applications they can relate to and want to learn.
David,
Your points are right on in terms of why we need to strive to make more episodic connections for our students as we teach through our content. These connections increase both application and retention of the needed content.
Gary
Gary Meers, Ed.D.
I can see now why pulling in student experiences and using exercises promotes learning better than using just readings or lectures. I knew this was true based on personal experience, but now I understand why.
Readings and lectures involve just the semantic aspect of Long Term memory as new information is formally introduced. Any use of episodic or working memory is accidental or incidental.
But pulling in student experiences to provide context for new information involves both the semantic and the episodic parts of Long Term memory.
And exercises require students to blend and synthesize information in the Working memory.
The more aspects of the memory we stimulate, the greater the chance that the learning we are trying to promote will take place.
E,
This is exciting to hear in terms of the different strategies you are going to use with your students. These types of variety in learning are engaging for the students and they illustrate to them how they can learn the material in different ways while expanding their skill sets.
Gary
Gary Meers, Ed.D.
I now have a better understanding of the many variables involved in effective learning. I always thought of learning as the 4 learning preferences, but now I realize this is just one aspect that needs to be considered by the instructor. I like to use repetition to help students become comfortable with a challenging concept. Now each time we repeat the activity, I will try a different approach. We can do the activity as a class, break into smaller groups so peers can assist each other, or break up the activity into different stations where students need to move around the room. I will also like to try to think of jingles to help the students remember the "rules" associated with the concept.
Sherry,
Glad the information was of help to you and that you are able to use the content to develop your lessons to be more targeted on the learning needs of your students.
Gary
Gary Meers, Ed.D.
By understanding the basics of learning will help me formulate my teaching strategies.
By understanding how the human brain stores things, will help me in my future classes. It is also interesting to me to know when the "growing spurts" are in the brain. Some of my students are young enough that they may be in that 25-year-old category.
Unfortunately, as a math teacher with students from various majors, it is difficult to make the important concrete connection for all students. I try to do as much "hands on" in class as possible, ie. in class practice with immediate feedback, and I require portfolio work that gives students options to connect math to their major area of study.
Recognizing that students have different learning styles, I administer a learning style inventory on the first or second day of class to establish a profile for the class. I also use electronic responders during slide presentations to reinforce the students understanding of the material, or provide instant feedback of misunderstandings.
Donna,
The more realistic you can be the better. By doing so you are going to ease the transition from school to the workplace for your students. In my classes I do this by enforcing workplace behavior in the areas of being on time, working with others, dress, language and conduct. This way they can step successfully into the positions with minimum disruption.
Gary
Gary Meers, Ed.D.
I try to give my students real life experiences to relate to the subjects being taught. I teach in the dental profession, so my students are hands on. They absorb and retain the most from the actual "doing" then the "hearing about it"
Albert,
This is a good way to use the different skills and preferences of your students. You have them working, researching and learning in many different venues and formats. This helps to keep them engaged because you are offering variety to the learning process.
Gary
Gary Meers, Ed.D.
You must apply many forms of teaching each day to get your students to relate to the subject at hand. We use hands on, theory in both practical application and through research. students apply the knowledge gaining hands on experience. Then the students research the techniques they applied and report back with research papers that summarize the historical and present uses. It is invigorating to read the theory that enlivens the students abstract thinking which pushes the students to creative use of their newly acquired skills.
Garry,
Thank you for these excellent comments in relation to the student population you are serving and how their past experiences are impacting their learning today. I commend you for the "hooks" you are helping your students to use as they learn the complex applications of math and accounting. I know seeing them smiling and/or recounting a positive experience in relation to what they need to remember on a test is what keeps you coming back to the classroom on a regular basis. You are impacting lives and leaving a legacy.
Gary
Gary Meers, Ed.D.
