I think that it can be very motivating for an instructor to give personal examples and to apply those personal examples to the learning objectives for the course that they are teaching. Most students want to know "how is this information going to help me in my own workplace." An effective instructor can cover this process with personal examples of when "I did that" or "there I was...."
Hi Steven,
Good point. Immediate use of newly acquired knowledge is a critical stage in learning and content retention. This way the students see how what they are learning applies to their careers and their future.
Gary
explaining real life scenarios that you have experienced is a must. that keeps them interested and is also a learning tool to help them retain info. using small steps in the lecture and then applying it right away to lab tasks is also very helpful. small bits work best and it also allows them time to get out of thier seats and keep the blood circulating
I bring examples from designers in the industry to show my students exactly how the information they receive in class is being used in the design field.
Reminding students of their goals and giving examples of your successes is a great way to motivate.
Some of things I show my students during the first week is how to get organized with folders and files on their computer. I informed that they can apply this to not only school, but to home and work as well.
I get a few students wake up and say Oh; I can use really use; this works pretty well when people see what they can do with all the music and pictures have.
When I have my students do group projects one of the tasks they have to complete is a critique of the other members of their group. They each receive a hand out with various questions in about working together who took on the role of leader and why, etc. They have to assess each other and I find that it makes each student more motivated because no one wants to be the "slacker" in the group.
As instructors, giving examples of past experiences that we've experienced or other past students experienced is one effective technique.
I like to use a variety of instructional techniques that keeps them interested. Also, I take the extra time to get to know each student. With our small class sizes it is not difficult. Many of my students are around campus and I can get to know a little bit about their personal life. I also try to teach to each individual learning style. If I present the material in a variety of ways - videos, guest speaker, printed material, I can provide a learning environment that engages all students.
When I teach I like to give the students as realistic a scenario I can of how they can/are going to be using the information I am teaching. If I can get them to understand how the knowledge will be used, I feel I have done my job.
Hi Cheryl,
This also helps to create a connection between the instructor and the students. By knowing student goals an instructor can plan activities and assignments that can target those goals.
Gary
Students are generally motivated to learn and succeed by example. When I'm enthusiastic and excited about the subject I'm teaching, and show awesome visual design examples that relate to the aesthetics of their graphic design field, it makes sense. I have a website with student design examples in addition to actual student work that I bring to each class as not only an example of a particular assignment solution but to inspire questions and spark discussions about what they are learning that week. The small group interaction in assignments and critiques can definitely motivate even the shy students.
Written, verbal, and visual examples are always be reinforced through hands-on activities or demonstration of the project goals. I do think it's important to relate one's own real world experiences and education to the students so they can make the connection and see that it's indeed possible to progress from a college student to a seasoned professional in their field. Making critiques of project presentations a fun and interactive event where groups compete based on their ability to apply learned vocabulary to the analysis of a completed design project is another motivational learning method. Offer incentives for students, such as bonus points or independent extra credit projects. Some students are very motivated by the opportunity to improve upon or re-do assignments, so I always offer that incentive for a higher grade.
praising students everytime they do well. either testing or discussion.
by reminding the students why they are in classes seems to generally pull them back into the learning environment - if an instructor knows their students' goals, it is easier to refer to those goals and remind them of the end result of graduation and employment in the field which they are preparing
There are several techniques I have used with great success. I have used in class group assignments, guest speakers and course projects that can be applied to work situations, especially as used to solve a work related problem.
I remember being a student and sometimes going the whole term with no feedback/grades. It was so frustrating. I always said I would never be that kind of teacher.
Hi Terry,
Reinforcement through the two ways you mentioned are very important. The personal greeting shows the students that your are welcoming to them each day and then praise for their work shows the growth they are experiencing. This keeps students engaged in the learning process.
Gary
I know that extra credit questions on an exam motivate some students to go that extra mile.
Praise for hard effort and always greeting students at the begining of class motivates the student because it reinforces they are more than just faces in the classroom.
Instant gratification motivates students. This means returning graded homework assignments in a timely manner. A student needs to see the results of their hard work.
Hi Charles,
You are helping your students to "connect the dots" between what they are learning and how they are going to use that information in the careers. This helps the students to have an model that they can use when they are in their careers.
Gary
