Get Your Students Hired
While watching the presentations, one of the suggestions was to allow students to make choices - let them pick the order of the work they do was the example.
I couldn't help but feel that was not a good example, at least for what I teach - composition. The research paper really needs to be the final work the students produce because everything leads up to that project. Each project has slightly higher requirements for outside sources, etc. It makes sure that they build to what they need to understand.
I do, however, give them free choice on topics. What I find interesting is that many students ask me to give them topics - they tell me how difficult it is for them to figure out a topic. I generally help guide them to a topic they find interesting (something job, school, or life-related), but I find it interesting that so many adults get stumped by being given a choice.
So my question is this: How do you deal with offering choices and having students request you take that choice away? Does anyone else have experience trying to include more autonomy in a composition class?
Thanks,
Kate
BARBARA, no one method will fit all and if you are experiencing the success you expect from your methods then nothing needs to change. The focus of courses like this is to provide alternative ways of thinking. There are more career changers today in Higher Education than ever before and they may require a different methodology of delivery than what you received when you were a student. There are also many more students in higher education with different learning disorders which may require different tactics of teaching and learning than was used to make you the successful person you are today. As you review the schools admissions policies and tolerances you can better make the needed adjustments to meet the needs of your students. If your school is highly selective and students are told from day one that the classes with be rigorous then a more stringent classroom approach would be appropriate. However, if the admission process of the school allows students of different learning styles and expectations into the school, we as instructors need to do all we can to prepare and meet their needs as best we can. There are many examples of success stories for just about any perceived "difficult" situation so learning can take place in just about any environment. The difference tends to be what level faculty will take to meet the needs of students and understand the enrollment management process of the institution. We can agree to disagree but I am simply sharing my experience of work with dozens of institutions across the country and thousands of student case studies.
James Jackson
I guess that I am from the old school when it comes to teaching and using some methods. Students will have to make some life choices. But when it comes to being in a medical field, they need to be guided as to which way to go. I would not want a student to choose as to whether or not I needed to have my tonsils taking out when they needed to be. I am just saying that in some of these courses autonomy is not an option. they need to know that for every choice there will be consequences. What was wrong with the way teachers taught yesterday? We did not have a choice, and we turned out alright. I understand about the newness and moving forward; however, any way you slice it 1 + 1 = 2. there are some basic lessons that students cannot afford to choose; if they desire to go into certain fields.
We must take the opportunity and lead them into the right way, then they choose. They do't know enough about the field as of yet to be able to make choices. Teach them, show them, then they will be ready.
I also incorporate student choice in activity content, through class consensus.For example, if the activity is a debate,I will present to the class a list of issues and a vote will be conducted on which issue will be addressed.As a result, students are extremely motivated.
How interesting. I also give students free choice of a topic for some major projects.It motivates them to go good on what they call "My project".
They usually do great and go well above their previous level of performance.The topic for My Project only gets approval from me before researc starts.
Geri, great technique. Getting the student involved in this way gets them to feel more associated with their own learning.
James Jackson
When presenting my lesson plan for the day, I very often ask the students whether they would like to change something, either the order we are doing something or the topic. I feel this engages the students and also they feel a bit in control of what is going on.
Maureen, simply stated - Teaching is not an easy profession. The work is hard and at times can be a bit of a grind. Effective teaching requires intrinsically motivated individuals to be educators, motivators, mentors, and coach. Keep up the great efforts and constantly look for new ways to engage your students.
Regards,
James Jackson
brian, your technique is a great example of the importance of trying new things and keeping what works and simply not using the things that did not produce results.
Regards,
James Jackson
Student choice is a big part of my classes, I will write the days lectures,labs test, reviwes on the board and let the students have say in what order we do set task they seem more involed and intresdted in what we would do that day. I don't do it all the time but when I do the students appreciate it.
I know students are of 'multi-personalities' and they present challenges (which I like!). My work takes on a new form for each group (or person in the group), as much as it seem a bit overwhelming at times, it takes away any boredom.
However, students like to relate their experiences and some topics relevant can be incorporated with course material. For example, role-playing customer service situations and allows students in class to relate and analyze different ways on how to handle problems that they may encounter in the future.
I know students are of 'multi-personalities' and they present challenges (which I like!). My work takes on a new form for each group (or person in the group), as much as it seem a bit overwhelming at times, it takes away any boredom.
However, students like to relate their experiences and some topics relevant can be incorporated with course material. For example, role-playing customer service situations and allows students in class to relate and analyze different ways on how to handle problems that they may encounter in the future.
Katherine, you are correct that not all subjects have equal abilities to provide students with more ownership. There is great value however in getting students more involved in their perceptions of ownership. Perhaps you can review your materials and place them in catagories with respect to order of delivery. For similar items you can create a list of topics that can be more neutral in the order they are presented and give your students a choice with those items. On the subject of students having a hard time making a choice on a topic for a report, be careful that their choice issues are about their topic versus fear of final acceptance of the task of writing. Choosing a final topic requires students to then move on to the task of the actual work required on the paper. The fear of the actual assignment may be more of the cause of hesitation to select a topic versus making a decision. One technique I have used over the years is to have on-hand a series of topic sheets that are program based. I will have a different selection of suggested topics for someone taking business programs versus allied health. I will have students look over the suggested topics and give them the choice of using one of the suggested topics or choosing one of their own. This method provides them with sufficient ownership and keeps the pace of the course moving forward.
Regards,
James Jackson