I teach mostly application software. Knowing what the student needs when they enter the field is vital to making sure they learn what they need to know about using the software. I explain to my students on a daily basis the relevance of what they are learning and how it will be used in the field. Projects and labs are all geared to real-world use, and lecture is filled with discussion on how the software is used in the real-world as well as other uses they could find for the software in their field.
Hi Melissa,
Well said. Working with adult learners requires a different approach and application of content. From your comments I can see that you have developed strategies that are highly effective with this group. Keep up the good teaching strategies.
Gary
One must always consider his/her audience (in this case students) when delivering content. While some content may be similar, the way I would teach junior high school students would be quite different from the way I teach adults at a career college. The main difference is to acknowledge adults' varied experiences and incorporate them into the course content so that it is relevant and meaningful. I frequently check in with my students to ask their opinions about whether or not a particular assignment (e.g. written, role play, presentation) was helpful. Students' feedback is by far my best source of information regarding what works and what does not in terms of instructional strategies.
Hi Jessica,
You hit upon a key point with your use of examples. If we, as instructors can help our students to visualize themselves in that career setting through the examples and stories then the engagement will increase. This really helps to hook them into the instructional process because they see their future in these examples.
Gary
I think it is incredibly important to make information relevant by using case studies that incorporate the new information. I enjoy throwing out examples to students where they can picture themselves in the clinic setting and then apply the new information. This is very motivating to the student because they are picturing themselves in their future career and being able to use the knowledge they have gained.
my previous reply says it all. use the students, background and experience that is relavent to the subject. answer the students questions by comparing the question to perhaps a relavent job related situation. that way the student will be able to understand by the comparrison. then move on. avoid get tied up with one students situation, unless it's relavent to the entire class. enough said.
be specific and compare the students background and previous work experience to similar or actual job situations where the students experience may be relavent to the job at hand.
I agree. It is important for the instructor to stay current in their industry so they can tie class content to real world situations and expectations
At a career college the education sought is very clearly determined by the career or future job expectation of the student. Delivering current "real life" information will prepare the student to perform in an industry.
One important way to make content relevant is to relate it to the industry standards for whatever career the student is preparing for. I always refer to how what we are doing in class relates to how it's done in the industry.
When making garment with fashion learners, I find that the best way to make their projects relevant to them is to let them lead. I listen to what they are trying to create and help them to do that to the best of their ability. This guidance helps them to follow their creative juices and that is very needed for their field.
Hi Terry,
Good way to use the questioning technique. It really helps to get students involved in the class because you are allowing them to use their life experiences in responding to the questions.
Gary
This constantly occurs in our design studios as the projects presented (interior design) always relate to actual built spaces. The students can easily transfer the exercise and skill building into a real life experience.
A problem area most institutions with open enrollment are suffering from is a lack of prior learning assessments. It is difficult to assess the various learner needs and expectations with such a wide gap of skills and experiences. Some students enter with knowledge of the basics and other adult learners need to re-learn the basics. The differing generations seem to have different skills - technology being an obvious factor. Several institutions have pre-written curriculum to allow consistency throughout various sections of the courses. This does not allow for much flexibility with content. For that reason, it is important to use a variety of strategies to make that instructional content and delivery relevant to student expectations by making each classroom unique. Self-reflection and/or experiential exercises are ways to make the learning relevant and unique to each learner.
Dear Gary, I tend to ask open-ended questions and I ask the students to frame their response from their personal perspective. I find that asking something like: What would it look like to you, if . . .? or How do you see . . .?.
Hi Terry,
Asking questions to get information is a good way to get students talking. Do you have categories of questions that you use to get the students to respond with certain information?
Thanks.
Gary
I would ask questions about the course and class topic relevant to the students current job, followed by questions requiring the student to apply the lessons learned in their current job and new knowledge from the class to a potential new job or different career.
I would ask questions that solicit relevant responses from students apply the course topic to their current job and to the field of their current major, if they are in school to change fields.
Hi Margaret,
You are so right about the importance of being able to transfer their learning to other settings. This is the value of education. We can't teach them to be able to match every situation they will encounter in the work world. We can teach them to problem solve and make applications, this is the value of a comprehensive education.
Gary
I have an interesting situation because I teach a design and a general education class. Since I often have first term students, they struggle with my courses since they want to get right into their courses, but they have to get through mine first.
This is exciting because I can open their eyes to aspects of design and critical thinking they never saw before. I continue to tell my students that "this class will change your life", whether it is improving their research skills or their design knowledge, these courses will prepare them for the rest of their time in design school. My students often come back, sometime a year later, and tell me I was right, that class really did change their lives.
I think that making an impact, and having students understand the importance of any given topic really assists in the transfer of learning, even if the students don't know at the time this learning is actually occurring.
