We translate a specific class project with real world applications. Most of the students will be working on a commission basis and we relate these tasks to their paychecks. If they fail to do the job correctly or if they break something we have them look up how much they lost out of their paycheck.
Learner needs and expectations, pretesting knowledge, making immediate application, making course content relevant, and using review as an effective learning tool is what allows students to build up to the “Ah-Ha†moment. Student must understand the revelance of the course and how the course will add to their body of knowledge to be successful in their selected career. Once this is done motivation to be in class is high. Students are able to activitly learn because they know why they are attending the class
I use a Pre-test to make sure students are able to apply what they have learned from the previous class.
Hi Peter,
Great way to help your students to "connect the dots" between the classroom and the work world. You are giving them real world examples of what they are going to face upon completion of their program.
Gary
Hi Julia,
This is a great approach. I know your students enjoy it as well as giving them the needed review for the course. The team approach lets them develop their social skills as well as challenge each other with their knowledge.
Gary
Easiest way to explain this is an anecdote.
Recently, one of my students obtained employment in chosen field.
The very next day he approached me and told me everything I had been telling him about 'real world' scenarios was true.
It has now been approximately three weeks since he started work.
The entire class are far more attentive knowing my anecdotes, although frequently generalisations of work environmnent, are completely true and relevant
During the course introductions one of the four questions I have the students answer is "What are your expectations for this course?" That way I find out very early on the first day what the students expect to get out of the course.
I make my content and delivery relevant to student expectations by using lots of different activities and exercises to make or reinforce key points or ideas. My course is only two weeks long, so there is a lot of information and practice in a short period of time. Most of our other instructors teach primarily through informal lectures with PowerPoint slides (AKA Death by PowerPoint). I use approximately 5 slides over the entire two weeks.
One other thing I do is a comprehensive course review prior to the test and the final student presentations. I have 64 questions worth 1-12 points, depending on the complexity of the desired response. I let the students decide if they want to play as individuals or in teams. If they select teams, I let them decide how many teams. My maximum class size is 8 so there are never more than 4 teams and there are usually only two teams. They take turns selecting question numbers. I read the category and the question and provide a short amount of time to form the answers. A team may get partial credit, but if full credit is not received, the other teams have an opportunity to steal the remaining available points. The students really get into the game. It usually takes 2.5-3 hours to complete the game. The questions are from many of the same areas they will see on their tests, but none of the questions are exact duplicates.
These strategies have worked very well since this I started the two week version of the course late last summer.
Hi Andrea,
I understand where you are coming from in relation to getting your students to focus on getting fundamentals of their field before moving on. I teach such a course in another field and I have to work very hard to develop activities that will show the students application and relevancy as they move to the next step in their education. The key is helping them to see the ROI on their efforts. Always a challenge but when they see it, it is a "ah-ha" moment for them.
Gary
The Adult learner's expectations of a career may be totally different that the reality. Many students enter the Interior Design program that I teach in thinking it will be all about window treatments, wall finishes and knick knacks. The reality of it is mesuring spaces, drawing floor plans, sections and elevations and drawing perspective views for the client to understand the space. Those same people tend to have a lot of math anxiety. I try to let them do some 'designing' in the drawings that they have to create for my class. Unfortunately, it is not a design class, but a fundamental skills type class that does not leave that much room for their individual expression.
Hi Stacy,
Good approach in incorporating everyone into the learning structure. This way each student can find their comfort level within the class and maximize the learning opportunities that exist.
Gary
I think that adult learner needs are a basis to relevant instruction by allowing them to bring to the classroom their experiences from their own lives and making them feel more welcome and comfortable. Sometimes the adult learner has not been in school in many years and, therefore, feels less confident than the younger students especially with technology. We also need to recognize that the adult learner needs frequent breaks and must move about the room. The class set up is important to the adult learner. The instructor must accept and tailor lessons to these needs.
The way I approach this topic is to tell stories that relates to the material.I have four decades of experience in my field and my students love to hear real life stories from my past. This method gives them a picture of how they might apply what they are learning.
I have many career changers in my classes. I must, on a daily basis, tie everything we do in class to the reality they face. This keeps them motivated becqause they will use this in real life and it gives them an honest outlook on what to expect in the industry.
I whole heartily agree. What amazes me is that the students don't see it that way. The entitlement issue is very strong and it isn't helped by admissions who give potential students the impression that school won't be hard or even challenging.
Over my 29 years teaching I've seen the college student population sink academically. Sad.
One more thing that should be addressed. Instruction, to be relevant, must be acknowledged as relevant by the students. This is not something that students can do easily. Most never actually envision, as part of their future, the education they are being offered. Most students feel that the education is an entitlement not an opportunity, and as such fail to see the necessity of working at the courses to learn what they can and feel the sense of accomplishment. "I'm an A student" is the rallying cry of the most and least gifted student. They want the grade ... given ... to them. FEAR is not as strong a motivator as one might think with these students. They don't care and many don't want to care. In my school there are a number of recent graduates who refuse to go on interviews because they are collecting unemployment benefits, and or welfare. Going to school is merely something to do to get out of the house during the day and be with their friends. Sad but true.
Hi James
You make a number of excellent points about what are different motivators for learners. The most powerful motivation is internal because it is happening in the mind, body and soul of the learner. You are dead on about the "fear" factor. Fear may take on many different forms but it all boils down to the student wanting to do well in career college classes so they can use their newly acquired knowledge to create a future for themselves.
Gary
Janet: I'm taking this course now and had to respond to your posting. I also teach Gen Ed courses in a Career College and I understand what you are going through. I actually had one student tell me he wasn't interested in getting the education, he only wanted the diploma.
I also have been a Director of Career Services at another school. Helping them prepare for interviews was fun and challenging. When they would come to me to get "their job" I'd tell them that I prided myself on NEVER having gotten anyone a job, but have helped hundreds to find employment. Then I'd say, "Now lets get started to work on your career.", and I'd give them homework geared to developing communication skills.
Communication is THE most important aspect of learning in schools today and given the most lip service by school administrations. It is a shame but you keep up the good work.
FEAR! (That got your attention). Actually it does help when I teach a course that career college students feel is irrelevant. For example Finite Math is a course I teach and most students abhor. I appeal to their upcoming test with a new employer who will be examining the level of competence in English and Math looking for a reason to keep them or let them go.
I bring in real life examples of students who graduated and when tested on basic math and English failed and were fired. (Actually happened last year with 4 IT students)
ENGAGEMENT! Then I back off and ask the students to look at the course content and see if they don't already know much of the theory and already practice it in their home life or in their current employment.
Thus I've utilized two motivational theories I believe all people engage in IF they want to get motivated; Fear and Awakening. Motivation comes from within. Even Knowles Andragogy referres to the assumption that "The most potent motiations are internal rather than external." Knowles, M.S. (1984) The adult learner: A nelected secies (3rd ed.) Houston: Gulf. What I can do is create the ways to get the student motivated. Fear works wonderfully. Most students are in a career school because they "fear" not getting ahead in the world. Awakening comes when I give them a chance to see that they really wanted to learn what I'm about to say and have already moved in that direction on their own.
Diane,
While I agree adult learners are deficit, I find that the traditional aged students are just as deficit or even more deficit in many areas. Often the adult learners, who are deficit, are more determined or at least have a stronger desire to succeed then traditional aged students. Some, if not most adult learners,will work hard and keep trying, while the traditional aged student often gives up.
Hi Janet,
I understand where you are coming from. Effective communication is critical for career success and yet many students never develop skill in this area. By having them practice the way you are maybe they will see the application of effective communication and get over some of their fear of making presentations in front of others.
Gary
Hi Ricardo,
Application, relevancy and transferability are key elements to keeping students engaged in the learning process. You have a great way of making all of these elements happen with your students. Keep up the good work.
Gary
