by breaking down large informations into smaller units. i also try to relate to somthing they are familiar with. ie: alignment caster with fishing. i also try to use picture words. and ask somone to repete the information in their own words.
It all deepens on what learning stile the student is kinesthetic we get the parts out and put them in their hands, writer I have them write down what we talking about visual I make them draw on the board and auditory we talk and look at movies
Hi Chuck,
Good job of using strategies to get students to remember the course content. You are reinforcing their learning as needed in a variety of ways and this increases content retention.
Gary
If I see blank looks in the class after an explanition, I try an explanitioon using simplier terms.
If I want them to rember step by step processes I'll use a cartoon drawing on the board. For instance to show how a syncro works in a transmission I draw a fork,a sleeve,a key,a ring with a cement block inside,an ice cream cone, a tooth and aHurst shifter. To represent the shift fork pushing on the sleeve which pushes the keys into the cone on the gear, slowing the geear to allow the sleeve to latch onto the clutching teath which completes the shift. No one misses those questions on the trans. test.
Chuck Peters
Teach it as simple as possable.Use words they understand,use examples they can relate to,Break it down into the simplest terms and help them rebuild it.that is learning
Hi Steve,
Through segmenting or breaking the content down into understandable units. This is like answering the questions "How do you eat an elephant?" Answer: "One bite at a time." Once the students see that they can learn about and use the content in one segment and then another, and then another they start to see the learning progress they are making.
Gary
