Use real world scenarios that tie into the subject as often as possible, to give them actual experience and let them see how this will be used in their future.
Jenny,
Students as you have experienced really like it when you relate real life experiences to the content being studied. The more connections you can make between content and application the greater value students will associate with the course and your instructional leadership.
Gary
Gary Meers, Ed.D.
I use my real life experiences out in the field during my classes to show my students that what they are learning is relavent.
Carmen,
This strategy helps the learners to zero in on the concepts that they need to learn and then apply those concepts to their career growth. This creates a realistic picture for the students as they transition to employment.
Gary
Gary Meers, Ed.D.
True. they need to see real world use ok the knowledge and its applicability to their situation.
I feel once that learner needs and expectations of an adult learner are assessed, the instructor can then assess what the adult learner's needs are in an effort to relay the relevant instruction to them.
I try to express how the lessons we do in class translate to the actual job the student will be completing in their specific field.
Ashley,
Good way to keep everyone on the same page and looking forward to what is going to be covered next. The result will be less anxious students that are comfortable with the instructional setting.
Gary
Gary Meers, Ed.D.
For my classes I write the topics that we will be covering, go over the material, talk about it, and then do some sort of work sheet/study guide to have a written form of the chapter.
Deborah,
Great to hear about the strategies you are following. I am excited for you and your students as you expand your expertise in the area of effective instruction. I wish continued success as an educator.
Gary
Gary Meers, Ed.D.
Adult learner needs and expectations serve as a foundation to relevant instruction by providing a loose framework to build and guide the students' learning. I am listening to this course content closely and tentatively applying the lessons learned to the last few weeks of my quarter.
Allowing the students to make the connections first really enables relevant instruction. Also they are the ones that know the most about their field of study, so asking for connection first from them is a very positive experience.
I teach a performance class, With questions to each student what they want to get out of the class or the motive to be in it to start. Then show them how to get to the point the wish to seek.
Joseph,
This is a good point in relation to helping students see the value of the information they are developing and skills they acquiring. The more connection they can see the more important the course will become to them.
Gary
Gary Meers, Ed.D.
In my case as a Pastry Arts Instructor, the selection of the program by adult learners is the first relevant item. They choose this career and now are wanting to be taught the skills to be successful. Everyday they will want to know how that specific lesson will carry over into their future jobs. I will lecture in class on methods and relevancy and then carry it over to the lab for the hands on approach. Relating each step to the importance the future job. They need to know what they are learning is what they will be producing later on.
Susan,
The more of these connections you can make the better. They need to see how the course is moving them closer to their career goals and the life that they want for themselves.
Gary
Gary Meers, Ed.D.
I need to make sure that they can see what the end result is out in the "real world". That what they are doing will benefit them in the long run and the expectation should be they can use this info in the industry.
Adult learners need relevancy in order to learn. Directing a question to a student that asks them, "How would you imagine this thing we are talking about would impact how you performed your job" would be a way of relevancy through reflection.
Brandon,
Like this approach. You are breaking down the content in a way that the students are not overwhelmed but are able to see how they can learn a little at a time and as a result they will soon have the complete picture of the key concepts and knowledge they need to acquire.
Gary
Gary Meers, Ed.D.
I have barrowed the phrase "knowledge bite" for the start of my class. I use it to bring relevance from the previous day's lab projects to a "what would be the customer complaint if this was misadjusted or if this was broken". This bring the relevance to the work place and helps students see their way to being contributors.
