If they see the relevancy they will see the bigger picture. Sometimes it takes a while for the light bulb to turn on, but when it does it is a great feeling. Not only learning and doing, but seeing helps this.
Nick,
Teaching math is a challenge as you know and the way you explain how you help make it have value to students is excellent. The more this is done the greater the students are going to be involved in the learning process. You are making it real, giving it application and showing relevance. This is what I call a teaching trifecta!
Gary
Gary Meers, Ed.D.
If a student cannot see how the information is relevant to their career, it is hard to get them to practice the skills they need. It takes repetition to train to standards if the students understand how this applies to them in the work force they are willing to practice. When teaching pharmacology I have to teach basic math, I have to show the student why they have to know how to multiply and divide to do dose calculation. Once they understand that they have to figure out how much medication to draw up in a syringe to give injection. They understand why I’m teaching them math. I have to show the relation between dose calculation and the clinical application of giving injection.
Nick
Paul,
This is a great approach because it lets the students use the knowledge they have acquired in a practical way. As a result the see the application of the material and this increases their understanding of how the material is contributing to their career growth.
Gary
Gary Meers, Ed.D.
One technique is to use an existing plan from an organization for students to anylize as we teach them course material. Then we have the students create their own plan as a culminating group exercise for the course.
Why is it motivating for students to see the relevancy and application of what they are learning?
Adult learners tend to be in class because they need a degree or a skill that will improve their ability to advance in their current field or move into another career field. One of the best ways for an instructor to keep them motivated with their studies is to discuss current and relevant experiences that illustrate the lesson objectives. The instructor can ask experienced students to discuss their experiences which will motivate them to participate in the lesson.
Robert,
So true because the students then see the value of the course in relation to how it is moving them closer to their career goals. This generates excitement on their part and increases their engagement level.
Gary
Gary Meers, Ed.D.
When a teacher can take course material and show to students how this information is both relevant and applicable to their future career it brings the material to life. The student no longer views the material as another hurdle or roadblock to pass. Instead, they view the material as valuable and necessary in order to gain future success in their chosen profession. At this point the student becomes more motivated because they understand why the material is important and how to use that material in the future.
Teresa,
You have listed the two key words for students to see and understand. When you show them relevancy and application you are increasing the value of the course to them and validates the reason why they are enrolled in the program. They see how the course is moving them toward their career goals and this increases their motivation.
Gary
Gary Meers, Ed.D.
This can be extremely motivating because it answers the "why am I spending my time and money to be here" question and validates the educational experience. I think it's also exciting to make this connection because so many times in life or in the educational arena we learn without seeing how it is applicable. This can be especially true for core classes that are required to take outside of the students field. Lastly it's motivating because it reveals or illuminates a clear path from learning (college courses) to doing (earning money in a career.)
Heather,
I am a big fan of role playing and case studies. Both give students the opportunity to make applications of what has been covered so they will see the relevancy of what is being taught.
Gary
Gary Meers, Ed.D.
I have them act out a situation where they are in their chosen career field and explaining information to a customer. This helps them see the relevance of what they are learning and also helps them to see how much they have learned. They have new knowledge so that they can teach someone else.
Thomas,
Your last sentence really captures the essence of how we need to plan our instruction. Our students need to be able to see the relevancy and application of the course content if they are going to associate value with it and dedication to learning it.
Gary
Gary Meers, Ed.D.
Nothing ever frustrated me more than having to learn something I could not relate to. Math rules which were taught with no application of them bored me to no end. Math rules with formulas which were used to figure out how high a radio tower was, facinated me. "Wow, thats how that geometry formular works." Learning history for the sake of learning history is boring for me. Learning history for the purpose of understanding what is happening today and how we may be able to solve the problems of today is a whole other thing. I find it eye-opening to see how history seems to repeat itself and how we as a human species never seem to learn. Understanding the relevancy and application of what we learn makes all the difference in the world.
Nieva,
This is a great way to increase the ROI of your course for students. Having a graduate speak makes the content come alive and have value in terms of why it is being presented. I use graduates frequently in my classes for the reasons you list. They are great motivators.
Gary
Gary Meers, Ed.D.
Students ask, "Why are we studying this?" "Do we have to study these?" This means that they want to see if there is a connection between what they are learning and what the will be doing in the field when they graduate.
I invite a recent graduate from the class to come and speak to the class about their own thoughts and feeling while in class and how it is with them at work in the field.
Students need to see the relevancy and application in order to know they are learning the material or skills. We often have to create the relevancy by drawing connections to their personal experience. This is easier to do with older students than it is with the younger students who have less life experience to draw from.
its motivating for students when you can relate to what they are learning thru some jobs that you might have done. it gives them encouragement that they can succeed in that field.
William,
Like your example and your tying in of your content to economics. This increases the value of the content to the students as they start to see that what you are teaching and they are learning has value as well as will enable them to have good earning potential.
Gary
Gary Meers, Ed.D.
I think that it is motivating and shows Relevancy when i can. Show students that by understanding that low voltage controls that are operated by a home thermostat,can allow them to make up to 60 dollars and hour doing service work. Then when they see how understanding controls is usually a typically light physical duty job, done inside in a warm building. They can picture earning a nice living while using there brains not there back bone to make a good living. This is how i motivate my students while teaching them a great skill troubleshooting controls.
