One specific exercise I like to use is to explore their expectations simply to make them aware of the larger course content. By making them change their focus to a more comprehensive knowledge I can help them avoid frustration because they haven't learned the one specific thing they think they should learn, which usually comes at the end of the course.
Hi Patti,
Good point about helping the students be successful but letting them know in the end it is their responsibility to be successful. They have to put forth the effort if they are going to achieve their career goals. No one can do it for them.
Gary
Hi Michael,
Good way to connect the dots for your students. You are showing them that they bring to the class a lot of knowledge and experience already so you are going to help them build on that. This really helps to keep their motivation level high.
Gary
The most responsible person for learning are the student themselves. Since this is the case, they must provide their own solid foundation for instruction. Successful students are the ones who come into class with a goal and know what they need to do to reach their goal. If a student is clueless on why they are coming to school, then they will not be as successful. I teach a very difficult subject, and it is very hard to keep the students motivated in this class. It is a business class with lots of math, and a lot of students shut down when they see the numbers on the board; however, I always ask them what their dreams are...many of them want to open a restaurant, and I always remind them that business is math and if they want to make money, then they need to understand the concepts in this class.
Within the military community that I instruct, the students bring alot of field/practical experience but not necessarily an understanding of how history, theory, doctrine apply to what they have been doing. By drawing out their experiences I can help them to apply and understand some of the theory behind what they have been doing. I have to have an understanding of what their experience is coming into the classroom.
Hi Jay,
Good approach. Talk about making it personal. If they can't see application of what they are to their own bodies then they are, I am guessing going to have a hard time being students. They have walking laboratories to learn upon, themselves.
Gary
I teach Anatomy & Physiology to massage, medical assistant & nursing students. By using case studies and "you'll certainly see patients with this disease," I can tie content to their future careers. Likewise, because my students HAVE A BODY... all of our content can be applied to their own health & aging.
Hi Kim,
I had the pleasure to hear an acceptance speech for a teacher-of-the-year reward by an English instructor. She began by explaining how fed up she became of hearing students complain about the illrelevancy of taking an English course. Her response was, in my own words: I was confused by the students' comments because I am not sure what language they will be speaking after they graduate. :)
Hi Robert,
Good way to start a class. A pretest will give you a bench mark so you can plan your instructional content and delivery so it will be focused on the learning needs of the students. I use them as a part of my class opening and they really help the students to understand where they are in relation to the upcoming course as well as showing them what they are going to learn through the coming weeks.
Gary
Dr. Gary,
Not knowing what my students needs or expectations might be, I would try to design a pretest that contains questions about what experiences they have, what they want to achieve in the class and what they want to do with the information they will recieve after the class is completed.
Hi John,
You have that right. This makes their learning of new material and skills real because they can use it in their personal situations and see how the connection between school and real life really works.
Gary
Maybe, an introductory survey on material the students hope to learn, jobs they intend to seek out after graduation, and current lifestyle.
All of these things would aid in the ability to structure the class teachings around what is useful.
In consideration of retention and the facets of memory inherent in the brain's function, I would adapt my methods to help students consolidate or sift the content of my lecture information being conveyed.
More consistently delivered reviews, or summations should be incorporated into each lecture clss format. Consider delivering these by verbal and graphic presentations, such as power point, or distributed document material form.
I will also include a more regular conveyance of experiences to include verbal resounding of life examples, as well as documents, samples, material solutions, conceivably of a small scale, but significant as tangible physical representations of the topical point. All this should be incorporated in the class lecture or other form of presentation of the lesson plan.
I teach in a mechanical trade school & having a student apply something he learned in my class to his own personal vehicle adds value to his learning. Relevants equals value & application. J.P.
Hi Vinita,
I use field trips and guest speakers as well with great results. As you know having a graduate come in and talk about his/her experiences as a student and now a person in the field really captures the attention of students. They start to see themselves in the future and that increases their motivation level for what they are studying.
Gary
I agree with you. When I try to teach them that it is going to effect and the whole community. This aspect makes learning meaningful and easier.
Career expectations are met by inviting guest speakers, taking them to field trip. They can make realistic career choices, when they are exposed to it.
Pretesting would be a good idea, for the students to learn about the application of the subject.
Review whenever possible, is another good idea for making instuction relevant.
Hi Ellen,
So true! The students are going to have to do this if they are going to be successful in their careers so the more skill they can develop in problem solving the more valuable they are going to be as employees.
Gary
Using real life examples and asking students to rthink of situations from their clinical practice helps students connect theory with practice and demaonstartes the relevance of the topic being taught.
Hi Curt,
You make an excellent point that many younger students miss when they enroll in a career college. College is a choice not a requirement. So by choosing to be there they need to act like an adult and take on adult responsibilities which means they are in control of their future. So their success depends on them and the effort they put forth.
Gary
