It is important for the instructors to understand their student's needs for success.
I've alway knew that there were different styles of learning, because I've notice that I, myself retained information different than others. Although I do not teach in my style of learning. However, I have adopted a particular style of teaching that may not be conducive to the entire class. I will have to start adding more visual effects in my lectures.
Understanding the idea of generalization and use of experiential examples are concepts and methods I would like to further explore and implement in the future. I had a college professor that was a master at appealing to students’ previous experiences thus creating episodic memories within the realm of the subject matter. His appeal was through commonalities we from that geographic region most of us understood. With that memory, I intend to use similar methods of instruction to create similar learning episodic experiences.
I liked the metaphor of the instructor as a guide through the traffic of information which was used in the module. Guiding the students to effectively use their filters will help the adult learner stay task and content oriented in practical applications/laboratory work in the classroom. Also drawing on their own episodic memories can increase student retention of material as long as I re-define some of those episodic memories to be course specific. For example, if teaching how to make a sauce in a culinary classroom, I may ask them to identify some characteristics of the "worst" version of the sauce they have tasted--usually these memories stick more in their minds. We can then use this information to discuss how to make corrections and produce an appropriate product.
I would adapt my instructional strategy or teaching methods to understanding how the brain works by being aware of all the different types of learners in the classroom and use as many different teaching and learning styles as possible.
I think if we have a better understanding of how the brain works we can approach the learning process with a plan which will continually use
different styles
My instructional strategy should be towards the students so they can get the best out of the class; get to learn the majority of the students learning stlyes and adapt my strategy to them.
By observing the dinamic of class
I can see how tying new concepts to past experiences that students have can increase their understanding of the material. I think also using modes to present the materials can help.
Joseph,
The fun part of teaching. New students all the time to get to know and help to achieve their career goals. The challenge we have is to stay fresh in both are delivery and content so are students are getting our best effort.
Gary
Dr. Gary Meers
With every new class arrives the opportunity for learning new information based on the new student population. Therefore, an instructor/facilitator may be motivated based upon the acquisition of new information and how to apply what is known to how the information will be received in a new environment
Maikel,
If your students can start to think this way you will have accomplished a lot with them. The majority of what we all do revolves around problem solving and critical thinking. The more skill they have in these areas the better prepared they are going to be.
Gary
Dr. Gary Meers
I try to apply the logic of scientific thought during classes ranging from general to particular, or simply to the abstract, and apply it to almost everything in this way esnseno to think and organize their thinking and problem solving class acquire the knowledge
Carol,
Right you are. This is why it is so important to reinforce the needed content in different ways so the students can get it stored in their working memories for later use.
Gary
Dr. Gary Meers
If you understand how your students retain information, then you can base your lessons and practical applications using the tools that will enable them to the best outcome. This is especially true when they are learning a practical application of a skill that they will need throughout their career.
Theodore,
By offering variety you will be hitting on the different learning preferences of students and this is very important. You will start to see how different groups of students respond to the different deliveries and then you can target them with even more opportunities within their preference areas.
Gary
Dr. Gary Meers
I think that, as I progress through this course, I am learning that there are many ways that individuals learn. The basics of learning are as many and varied as are the individuals that come through are school as students, and the methods that we as teachers use are equally varied, as they must be. It is very obvious to me that some of our students "learn by doing" and some would much rather learn by watching or reading about a topic. The "trick" is, obviously, to learn which students are which, and to try to encompass all students when teaching.
Theodore,
Yes, it is. An instructor has to look at the content in segments and then build instructional delivery around the segments. This way you will be sharing content in different learning preference areas and more effectively engage students. I wish you continued teaching success as you impact the lives and futures of your students.
Gary
Dr. Gary Meers
Rebecca,
Not only does this enhance the learning of your students it helps you to stay fresh in the content. I try to introduce a new strategy each time I teach a course so I am trying something new as well as better meeting the needs of my students. This is a win win for everyone.
Gary
Dr. Gary Meers
Even with having completed only the first module, I can see where the different learning methods can come into importance. A "simple" difference between concrete and abstract learning methods can mean a lot. In a classroom of 30 - 40 students, as an instructor, one has to be aware that there are many different learning situations going on at the same time, and adjust one's own teaching to attempt to meet the most students as possible. Quite the task!
