Needs and expectations are never the same for any two students. Neither is the manner in which they can be revealed. Thus, I'm constantly listening to "side-bar" conversations amongst my students. I will then attempt to relate persoally to that student so accomodations might be made. Then I can structure the material in the best mode for learning, as well as exams and practicals. There may be, and often are many similar student situations so it does not become tailoring content on an individual basis.
Hi Betsy,
Good way to make something that is commonly perceived as being "dull" come alive. This is a for the students to become involved as they will be looking for current events or news they can bring into the class for discussion. Labor laws as we know are critical to know (you can get into trouble very quickly) but tough to communicate to the students without strategies like you are using.
Gary
I’ve seen a very significant example that shows how adult learner needs and expectations provide a powerful foundation to relevant instruction in a former student (now graduated) who declared, during our getting-to-know-everyone discussions at the beginning of a course, that he absolutely hated his current job. He had hated it for a while and had recently decided that he wasn’t going to torture himself by working that job anymore. When he made up his mind to do something else, he signed up for our school and found himself having this discussion in our classroom about three weeks later.
His motivation was infectious. He talked about how he got up every morning determined that he would do whatever he needed to on that day to help him ‘step away’ from the hated job. He came to class every evening talking about how awful work had been that day. It sounds so negative now that I’m writing it here, but he was so intense and so motivated. For example, when I would give an assignment, he would ask questions to ensure that he knew precisely what needed to be done and when it needed to be turned in, but he would then continue to paraphrase or summarize why – to him – the assignment seemed necessary. So, he would say something like: this is so that I understand the different connector types, since I’ll be using this equipment in my new job. How nice to have someone else realizing (and pointing out) why the activity was chosen to support their education!
Field trips or other out of school activities that bring the career focus to the students help to make the class more relevent.
A quiz to ask what was learned and how it can be applied.
I teach Hospitality and Wine & Beverage at a Culinary Arts College.
In order to make these non-culinary classes relevant and of interest to the students, I use real world scenarios of how they would use the course content on the job. "wine is the final seasoning on your dish" The entire class is structured on how they will use this knowledge of wine, front or back of house.
Regarding Hospitality, labor laws and employment laws can sometimes be, well rather staid. I make it personal, and have students talk about their own work experiences, and show them how this course will help them in the "real world".
Everyday we use a case study from the news, or a students experience to make the material relevant.
Hi Carlos,
Good strategies. This way the students will start to see the connection between course content and their future. They need to make that connection early and revisit it often because that is why they are in school in the first place.
Gary
Hi Dr. Meers,
I was glad to share my ideas and hope also that they will be of assistance to other Faculty/Instructors. It is essential to mix it up and keep students engaged. Thanks for the feedback and comments.
Sharon Rogers
My course is a practical, real-time environment serving the paying public. Staying relevant is not a challenge. I take notes everyday during production to review good performance moments and teachable moments at the end of the day. I usually ask a student ahead of time if I can use their mistakes to help teach others.
Depending on the cooking class I try to adjust my teaching so I can focus on their weaknesses and help them succeed.I always try to draw a connection to my culinary industry experience and tie it to the material as well as what they will be doing in their future job. This enhances the relevance of the material as well as increases their excitement about their culinary career.It also helps them feel less afraid and more comfortable with their future as they learn the material.
Hi Sharon,
Thank you for these excellent strategies for engaging learners. I know they are going to be of value to other instructors that are seeking ideas and methods they can use in their classes. I wish you much teaching success.
Gary
Hi Melissa,
Two words jump out to me after reading your comments. Application and relevancy. You are making a core subject come alive for the students. This way the start to see the ROI from taking a course such as this.
Gary
Hi Jeff,
Great way to "connect the dots" for students between an academic subject and their career choice. This is what makes learning relevant to them. I like the Body Mass Index example.
Gary
Adult learner’s theory tend to focus heavily on application of concepts to relevant issues; to experiences and situations in their lives that they can elate to. In order to retain and use new information, they need to be able to integrate the information with the things and what they already know.
Some strategies/methodologies that can be used are: 1) self directed learning - rather than group which involves the use of other people as resources, using experts as speakers, and using concepts from many different viewpoints and more than one method of learning. Being able to incorporate learning styles from an auditory, visual and kinesthetic perspective; 2) personalized learning environment - the adult learner prefers this kind of learning environment with a focus on concept application, which helps them to solve problems and take personal responsibility for the situation.; 3) time management - any tasks must be at a slow-moderate pace and can not be complex or unusual, because it might cause interference with their adult learning. Balancing time and the discussion takes a level of experience and control. A good Instructor is able to balance time, the actual presentation, the discussion taking place and the debate that will ensue; while still being able to go with the flow and maintain control with facilitating the students; 4) feedback - it is important to provide feedback to the student about where they are; and just as important for the Instructor to receive feedback about the curriculum and their performance; and 5) comfortable environment - creating this type of environment is a key factor in the adult learner’s ability to learn and just as important to practice what they have learned.
All of our programs are in the service industry. All of the students that I have in my Psychology class will work with other people either internal or external customers making Psychology a key component to their training. At the start of every class, I get the "I don't know why I need to take this class," which is my lead into some of the experiences I have had where Psychology has helped me deal with difficult individuals, people that just don't seem to understand what I need them to, or individuals that react differently than I anticipate. All of which goes to the saying that I use repeatly in class, "things are never what they appear, requiring us to become flexible in our responses and communication style". By the end of class, they understand and apply what they learn in their academic and personal environments.
I teach mathematics at a career college. Many of my students have not been in a formal classroom setting for years. A number of these students fear math. By making mathematics relevant to their career interests, the students are more motivated to learn the concepts. For exmaple, many of the students desire to complete a medical related program of study, therefore I use formulas related to Body Mass Index and determining dosage calculations to illustrate certain mathematical principles.
I think sometimes the soft skills are the hardest for many of my students to see as relevant. I teach culinary students and they know they need to learn specific techniques and methods. Many students think I am mean because I am very strict with uniform policy, clean and professional appearance, being on time and attendance as well as working hard and following the instructions of the chef or sous chef. But these are so important in the working world. I try to show that they are important by example - my appearance and work habits. I know many students find out it is very important after they are working in the field, and they remember my class and understand why I emphasize those skills.
Being a chef instructor I find the adult learner to be much more focused. By sharing my experiences, and the expectations of their future employers I see in the work place, the adult learner in much more motivated
In the culinary field we try to discuss current menus. What makes them current? What differences do we see from classical? How do we take classical ingredients and prepare intraditional methods but plate them in new avant garde methods? I can go on and on with . Down to why did we put parsley on a plate in the 60's to why we don't se it done now. Times change and food changes. How do we keep up with the time but more importantly how do this and maintain proper nutrition and recognizable foods?
I have students share personal experience to help with relevancy. Students seem to retain more when they can see their "instruction" in "use".
I use relevancy several times each class period. Students must realize how the material they are learning is used in the "real world." I often tell stories of difficulties I encountered and the results when things didn't work. They then understand why clinical procedures should be carried out in specific ways. I always relate what we are doing in theory or clinicals to actual patient care. I sometimes ask them what if they were the patient, how would they feel about a mistake or if a procedure is done is a rough way, or not in a correct order. This brings reality to the classroom quickly. I relate everything in school to how it is used in the field as often as I can.
