in the cosmetology world, the hands on clinic classes are great for using repetition for learning different haircuts and application techniques.
I need to keep in mind language and learning challenges, sometimes i need to repeat it 4-5 times, other times we need to repeat the same information in another form so students can grasp the same info while making it interesting.
I love it! The master again teaches his apprentice but I agree with chef here...repetition is the only true way of mastering anything. The more you attempt something the more you can grasp the nuiances.
Yes repetition is the key, but constructive criticism on the repetition is also the key.
sometimes we say and do that word, without letting students know that to be the best at any task, repetition and making mistakes is the key
I uasually use the examples of ,
Kobe Bryant
Tiger Woods and
Alan Inverson.
Two of them valued practice and are the very best at what they do reaching the pinnicle of their profession,
and the last one did not put real value on practice/repetition and never acheived the stature, recognition and ultimitily the success that repetition gives you.
Repetition is most the way for students to learn most of the time , although sometimes it can also be an issue with some students that are quick learners , cause they become bored and may become disruptive .
I believe you need to say something at least 3 times before students start to understand it. 7 times and above for students with learning difficulties.
The more they do it the better they get. Through repitition the students are more prepaired for their field
I also use the "I do," "We do," "You do" method but never called it that. It's a great way to keep the students engaged and constantly learning by seeing it, then doing it together, then doing it individually.
The only problem with repetition in our setting is that some things just can't be repeated over and over. Knife skills, yes. A specific advanced culinary technique, maybe twice, then they are moving on. I always review when there is going to be a practical skills test because I know some of them need the reminder. It's in there, they just need to bring it up.
I teach culinary arts and find that repetition is the key to consistency. With the foundation built the student can get creative with their own twists but the only way to ensure the foundation knowledge is repetition.
I find that repetition is a key when teaching accounting courses. Instead of bombarding with lecture content I try to have the do problems over and over on their own to get that type of repetition to understand the course content.
Repetition is key for retention, the more we do it the better we get.
Hi Attila,
You have a good strategy. A modification of it might be to make a competition of the "We do" stage so there is more application and repetition when you move to the "You do" stage. I create and use a lot of team competitions to get my students to use the material repeatedly.
Gary
I have also used the "I do", "We do", "You do" method with great success. However, I do find that the "You do" method sometime falls a bit short as students usually feel that they understand everything once we are in the "We do" stage. Getting them to practice more on their own in the "You do" stage can be quite challenging. Any suggestions, other than making the assignments worth a portion of their grade?
I have not heard it that way I like that. I feel that repetition does help the students to retain the information given to them
Hi Rejandra,
Good point and example. Thanks for sharing it with us.
Gary
I share the theory of 10, 100, 1000. If you make something 10 times you begin to understand the basics, make it 100 times and now you can see how all the components comes together, make it 1000 times you have mastered the technique and fully understand the entire concept. Then the process starts over again with a new project.
Hi Jennifer,
Simple and yet highly effective model. Repetition is critical in areas like yours so you are giving them three opportunities to grasp the concepts and then apply the principles.
Gary
I prefer the "I do", "We do", "you do" method. When I am teaching my calculations course, I always do examples on the board. Then I have them walk me through problems with my help. Then I send them to do a few problems on their own to see if they are grasping the concept.
Ditto that. We had a long discussion in a curriculum committee meeting about egg cookery and why we are repeating it in two classes. We came to the conclusion that it covers foundational techniques and that even the best students don't always show mastery the first time through.
