I believe adult learners expect to be taught skills that are needed for today’s environment. As a result, both learner’s expectations and the skills that the current market demands will drive instruction.
Hi Germain,
Good strategy. You are showing students the relevancy and application of what they are learning. This really helps with motivation.
Gary
I always tell my students to be prepared as much as possible prior to the next day activites. I encourage them to do additional research by looking for examples in their textbook. If no such info or illustrations are not present, I suggest that they do a little extra work and research it on the internet or you tube. Students who have a better understanding of what they are expected to cook the next day have a better chance of becoming successful with the cooking technique and flavor profiles in mind.
Though what I teach should be readily seen as relevant by my students, because it is culinary instruction and they seek careers in the industry, because each of them has a different path in mind what I do to increase relevancy is to learn what each student's path is and explain from my own varied industry experience how specific skills translate across paths (industrial food service, private clubs, 4-star restaurants, private chef positions, etc.).
Hi Trinidad,
Right on. By seeing relevance and application they start to see how they can shape their careers and be successful upon graduation.
Gary
Adult learners need to find relevance in the material that they study. They also need to feel somewhat autonomous so that they feel they have some say in the matter of what they learn. Some specific strategies that I can use in my instructional content and delivery relevant to the student expectations are to make connections between the course content and the real world experiences of my adult students. I can also review often in order to allow for the maximum amount of repetition.
Hi Jeff,
Good point. The key as you mention is being able to adjust to the learning needs of the adult student. This keeps them engaged so they won't drop out of the course before they experience success.
Gary
Hi George,
Good approach to giving your adult students the tools they need, even if they think they don't, but in a way that builds on their self confidence so they will continue to see how they can be successful in the course.
Gary
Hi Gregory,
Good approach. Sounds like you have had good success with this method so keep up the good work.
Gary
asking adult learner for their expectations reply and then adjust to what the adult learner are looking for and develope a foundation to build aelevant instructional content
Adult learners need less and more when they come to us. At least that's what they think. At first, I give them the tools to learn with so they can work on their own. This gives them the confidence to expand their own knowledge. It's only after they realize they can't do it all on their own that I really zero in on what it is they need.
Applying the lesson material to this discussion, I would provide a preview (usally the agenda with overview) to start. This can be as simple as posting the syllabus, illustrating how the samples of behavior are achieved, or providing a simple introduction to each course.
This allows the student to identify with whether or not it applies. I ncases where they must take the course, I modify the intro in an attempt to make it apply across all facets.
Service learning allows judicious review to connect the lesson with relevance. If the student recognizes what it means to them, they are more apt to engage in active learning.
My idealistic thoughts anyway! Its worked for me so far!
Hi Wanda,
You are doing a good job of connecting each instructional step to the next one. They build on each other and the students need to see this. Once they do they will see how each course impacts their future success.
Gary
We try to make instruction relevant by teaching the foundations then building on them. We have hands on labs following most of the lectures. We try to do case scenarios that relate to how they will see all of this apply in the real world.
Hi Phyllis,
Good integration of both content application and your personal experiences which bring in relevancy. This is a good combination to help students to see the value in required or basic courses.
I teach such courses so I understand where you are coming from and the approach you are using.
Gary
This has been a particular challenge for me as I teach a beginner's course and not all students understand how the course will benefit them in their future courses. A strategy I have found useful is to clearly state how and why the course will be useful for them moving forward and how the applications taught will allow them to be successful. I back this up by using my own personal experiences of starting up college with no preparation and how hard it was to make the transition while still keeping up with the assignments.
Hi Lee,
You make a very good point and one that I support. Instructors need to work at "connecting the dots" for students and you are doing that with your methods. This really helps with student retention and comprehension.
Gary
I believe that actually demonstrating with statistical data and real world experiences to the students, this is the best methods to reach the learners. Standing in front of the classroom "telling" the students something is one thing, but linking the concepts and ideas to their own world, that is what makes it relevant.
Thanks,
Lee
Making your lesson relevant is very important. As a chef instructor, I love to take my students on field trips to real restaurants and bakeries to have them see that the lessons we are teaching are actually a part of the industry and are relevant. You can preach and preach but to have the industry back up the curriculum is the best way to show students the relevancy.
Hi Tanya,
Well said concerning your comments covering the learning process. There has to be investment, effort and purpose if students are going to be successful. We need to set the stage for all of these components to come together to increase their learning effectiveness.
Gary
