If I encourage a student's effort and give them validation I think they will be more focused on maintaining a higher level of committment to the class.
Learners learn at different levels and different speeds. No two individuals learn the same way.
Adults come with different cultural backgrounds, experiences, and ages. However, adult learners have one common objective: to acquire new skills to better their lives.
The instructional planning process must address the need to diversify learning activities in the classroom. For example, younger students may be more experienced using the computer than the older ones. My experience indicates that an "older" person has a fear of using computers; hence, it must be dealt with accordingly.
In my classes of Business Mathematics and Accounting, for example, I use Miscrosoft Excel as the medium to bridge the gap among all the diversities in the classroom. This means that everybody learns the same skill and makes everybody start at a certain base. No one feels superior from others.
The course syllabus must also indicate the benchmarks that each learner has to comply. Although a few adjustment may be made like providing tutoring or individualized instruction, time lines and evaluation measures must be stated.
The delivery of the subject matter must also be considered. All learners learn best when a combination of the human senses are utilized. The instructional methodoloy must include all types of media. Group learning activity must be encouraged. Completing a project together by a group is a valuable tool.
It is also important that learners will be assessed and evaluated so that they can progress to the next level. Evaluation tools must indicate the presence and/or the degree of competence in the acquisition of the skill(s). The instructional process must provide for the demonstration of the behavior desired or attempted.
I have students in my class that range in ages from 18 to 51 years old. I have learned to involve the the students life experiences into the class and everyone benefits from the knowledge of all involved. Its great to here different points of view and perceptions on the subject matter due to each individuals achievements.
Good idea to put students in different groups to keep the class fresh with new ideas and fresh starts.
Understanding Leaarner characteristics can help in the instructionsl planning process in several ways;
It helps the instructor know if there are certain items they need to focus on more than others.
It identifies how you would deliver the material to students that have different abilities or needs.
Hi Tony,
You make a number of good points about the dynamics of group work. We all have to learn to work with others if we are going to succeed as the work world. The more experience we can give in developing coping skills the more successful our students are going to be.
Gary
Hi Helen,
Good strategy for really mixing the students up in their groups. This way they get to know and work with all of the students in the class.
Gary
Hi Josh,
I think the groups will work better if they are changed around for different purposes. I put the students into groups and have them work through a case study which may take a couple of weeks. When the case study is completed the students can see that they have completed a project so when I put them into new groups they are ok with it since they will be starting something new. It really helps with the dynamics of the group plus gives them the chance to get to know other students better.
Gary
Helen & Gary,
I teach all marketing classes where group projects are the norm. Students have to learn in the real business world you are not going to have the luxury of not liking the group you may be part of to work on a project. In my group projects the students pick their group and I tell them this is your group for any projects we are going to work on. If you have someone in your group who is not contributing the group has the right to fire that person after conferring with me and me talking to that person. I then give that person an assignment which in most cases they are not happy with. I explain all of this on the first day of class and have the students sign a contract that they understand.
It is better they learn now what to expect in the real world.
My students are put in to a different group each class period. I have them count off, usually 1 to 4. I change the starting point each time they count off. By the end of the semester, everyone has worked with every student in the class.
Helen & Gary,
Let me ask, how about stating at the beginning that groups will be changed you work together for one activity and then change the groups? Do you think that would work better if students think they are not tied in for the entire semester to one group they would be able to stay with the group for the one activity?
Joshula
Hi Gabriel,
I can understand the situation that you describe. This is a real challenge for instructors. Something I have done is to have a number of simple but easy to do games and activities on the computers that the students can play with during breaks, lab time, etc. I do some simple assignments on the computer to help build the students' confidence in using computers. Little steps to be sure.
Gary
I'd say that 20% of our students actively dislike computers, have very little experience with them, or chronically resist learning how they work. These students also tend to be painfully slow on a keyboard; age doesn't seem to predict.
Often with this group, an assignment requiring computer use is doubly difficult and it is hard to convince them that computers are with them for life.
Any suggestions?
That was about what I did in that situation. It was a little clumsy but it worked. I have thought and thought about some way to deal with it better but could not come up with a satisfactory way. Fortunately, this situation is more rare than normal.
Hi Helen,
I don't have a quick answer to your question since so much depends on the individuals that don't want to work in a group. When I have faced such a situation I talk individually with each student and try to determine the problem. Generally I have been able to gather enough information so I can make a recommendation on how they can work in their group. In extreme cases I have pulled the student out completely because they were not going to be successful in the class nor work with anyone in the class. I felt it was better to salvage the entire class and lose one student rather than the other way around.
Gary
I teach classes that have a mix of just-out-of-high-school students, returning older students and even senior citizens. After each gives a brief biography of hisself/herself, I get a good idea of their learning characteristics. Every class starts with a lecture and hands/on demonstrations. To complete an assignment using the techniques just demonstrated, I then group them by mixing the type of student This is done by random numbering. Usually the older ones tend to sit with the other older ones and the younger ones do the same. By grouping by random numbers, each group is a mix of young and old. Within the group, the students are more comfortable asking and answering questions. This has worked great for me. In a few incidents, the older students will refuse to work in a group. This is a challenge. Are there any suggestions on how to handle this situation?
Hi Timothy,
Not knowing your subject area, a suggestion that might help is to bring newspaper articles to class that have certain ages or certain problems and discuss them with the class. Sometimes it helps to know others are having similar problems. It also does not personalize a persons problem in an open forum. An activity could be to solve the newspaper articles problem.
Josh
Hi Garry,
Thank you for sharing your experiences about a new emerging group of students coming into our classes. Your suggestions about how to bring interaction between the two groups are appreciated. The key is respect for each other and getting to know where each other is coming from. Sounds like you are doing a great job of making this happen.
Gary
Hi Timothy,
I teach in the same time frame as you. My classes run from 4 until 10 and I have the same general profile of students as do you. Your forum comments are dead on in terms of what both of our student groups are working through. The key as you mentioned is to keep them excited and motivated in spite of them being tired and stressed.
Gary
Having taught now for about four years and being a D.A.V. RET myself from the bad days of the '60s, I'm finding more and more Iraq vets either starting college or resuming where they left off. A mixture of combat vets with young students from high school can be a challenge. One group's only concern is where the next beer is coming from and who they are taking out this weekend. The other has what is known as, "The Million-Mile Stare," seeing things that only they can see and, frankly, just wanting to be left alone. Sadly, neither group mixes well, leaving the educator, really, running two classes. What I have found for myself to be successful is allowing time in class for both groups just to talk to each other and express opinions and needs that each group has. In doing so, young dogs teach old wolves how to laugh and relax again, and the old wolves keep the young dogs in line. In the end, it is a win-win for everyone.
