Any ideas on how to address different learning preferences?
Many of the subjects I teach do not lend themselves readily to lots of styles. For example, Anatomy and Physiologiy: students must memorize a lot of information, and it's hard to make relationships between different body systems until all of the systems have been covered. Would love some ideas on how to approach tis problem in the classroom
Brent,
I like this exercise. Sounds like fun and is very informative in that it uses a number of the senses to help students to recall and use information that has been taught.
Gary
Gary Meers, Ed.D.
For a situation where a lot of memorization is required, I will assign students to groups of three or four - ensuring that stronger students are dispersed to assist struggling students. I then post large sheets of paper with the entire alaphabet in two columns. I then have them try and list as many words as possible (lets say bones of the body.) I award extra points based on who can get the most and defend their answer. (We didn't think of 'cranium' s we put 'cartilage.' Rather than say that's wrong, I give the group the opportunity to defend their answer. (Cartilage connects muscle to BONE!) This is a visual, kinesthetic, intra-personal exercise that I have had a lot of success with.
Kathryn,
Thanks for sharing these strategies with the other instructors. These are good ideas upon which to build instructional delivery.
Gary
Gary Meers, Ed.D.
My anatomy class does really well with handouts and videos. We also use each other lable the parts of the body ( I point to the student s body parts and the class gives the correct name).
Breaking the body systems into groups might work. Putting student in groups to work might also work, working groups are fun and they can create lots of ways to help each other learn and memorize.
I use video, text, diagrams and hands on practice with 3D models. Students are also put on teams and have competitions about anatomy, body systems, etc.
Cristina,
Good suggestions for getting students involved in the memorization process. Games like this are fun for students and get them thinking and using the content they have just learned.
Gary
Gary Meers, Ed.D.
When dealing with subjects that require alot of memorization of one learning method; it is best to try and incorporate other learning styles, because you will lose a majority of the students if you staying the more traditional path.
Try using crossword puzzle, arranging groups and having them do a scavenger hunt. Just make sure that all the "pieces" of these activities tie to the lesson or overall goal.
Gay,
Maybe you can think of alternative ways to communicate the information rather than thinking in terms of styles. As you are teaching the technical content related to the area of say Anatomy you could look for different ways of getting the information across to students. Maybe you could do role playing for a bit where students would act out how certain muscle groups interact with other muscle groups. I know it sounds silly but you will be surprised at how engaged the students can become. You can do a mini-lecture and then have a "walk through" of that content. I have done reporter interviews with "bones" and asked them questions about why they are important. Have done muscle panels where groups of three students (large muscles) and (small muscles) talk about how they help humans walk, talk, etc. My point is to introduce some variety in the instructional process. Some of this may sound silly but I have found that adults are just tall children in a lot of ways in terms of how they will become engaged in activities that are age appropriate. Just some ideas to think about.
Gary
Gary Meers, Ed.D.
