David:
This is so true. It took me many years before I learn to detect student emotions and adjust to those emotions in a positive way. In the past it was so easy to associate students moods with deviant behavior.
I will definitely be more aware in the delivery of my teaching methods. I always have used episodic memory to stimulate and enhance the semantic memory without realizing that was what I was doing. Very interesting!
You have to be willing to adapt teaching methods to each class of students. Each class brings a different set of learning basics with them. To succeed, adaptation is essential to their success.
George,
Good point. I like to do the same thing. I like to "read" the class so I can adjust my instructional delivery to match how the students are behaving and interacting with each other and myself.
Gary
Gary Meers, Ed.D.
I get to class early and try to determine how the "mood" or determination of my class is that day. This changes throughout the week and throughout the term. I then adapt my teaching to keep them engaged.
It's very interesting to see the different stages of learning and types of learners.It helps me understand the differences in students and know why it is so important to vary teaching techniques. While teaching anatomy, we have access to computer programs, but it is still important to bring out the skeletons!
Richele,
This makes teaching fun when you get such feedback doesn't it?
Gary
Gary Meers, Ed.D.
thank you I also get positive feed back from the adult students, who share their life experiences as well
Richele,
You are "connecting the dots" for students between classroom content and real world application. This is critical as they begin their transition to entrance into their chosen field.
Gary
Gary Meers, Ed.D.
Brandon,
Right you are. Students need help in seeing the parts and how they all work together to make up the big picture.
Gary
Gary Meers, Ed.D.
Understanding how the brain memory functions, helps us to adapt teaching strateges that enable the students to retain facts for the long term, not just for the assessmemt then deleted. I always tell my students I want you to learn and remember information that will help you to be successful, to associate the subject with a life experience or a familiar term.
Just like in medicine or in some sort of technical repair, teaching requires an understanding of the "working parts" to form a diagnosis and, then, an intervention to return the student to proper working order.
Mark,
This is a tough teaching format and I complement you for how you have created a strategy that offers your content in a way that the students can internalize it and then retain it. The teach then tell method really enhances the application aspect of course content. Keep up the good work.
Gary
Gary Meers, Ed.D.
I teach short courses (1-2 weeks) to military and other govt. employees. The students bring quite a variety of experience with them. I like to ask the students about their experiece on the first day of lass. This helps not only me, but the other students as well. They not only learn from me, but from the other students too. And since the courses are short, and a lot of information is transfered in a short period of time, we have to develop startegies to help the students transfer what they've laerned from short term to long term memory. We practice the teach then do method. We give a lesson then let the studetns do what we've just discusssed in a practical exercise. It seems to work pretty well.
Adapting lessons to learner experiences verses memorizing course content. Relating salon performance to real life events, turning into episodic learning.
Understanding the basics of learning will benefit me because I would apply different strategies while instructing. I would use more participatory lesson segments. That way students will retain more of what they learn by hands-on learning. I also would focus more on what I want them to retain.
The benefits derived from an understanding of learning basics allow the instructor to reach higher levels of success regarding their student's goals of utilizing the information in relevant ways. Sometimes, I'll tend to progress a bit too fast, and not always allow enough time for the students to absorb the information prior to proceeding into the next segment. The adaptation in this example would be to be vigilant of this tendency, and provide the correct amount of absorption time. I do, however, review the key points on a regular basis throughout lecture or lab, and proactively confirm with each student as to whether or not they feel as though their understanding is thorough.
By understanding how we as humans learn, one is able to change or adapt to the class as needed. One of the changes I have started to do is use more life examples.
Shannon,
Yes, it does and this is critical for increased student engagement. We need to use instructional delivery formats that reflect the composition and dynamics of our currently enrolled students.
Gary
Gary Meers, Ed.D.
Relating to students learning helps me gage how to breakdown the content so all learners comprehend
