I review the course syllabus with my students and let them know how this course relates to the real world.
We can talk about theory but if it is not put into practice how do you know the student understands?
Example we talk about purchasing then we have a project where the students develope ingredient list of what is needed. Then determine what is on hand and then place an order. This project last three weeks and the student has a good understanding of purchasing theory and real life applications.
I have found that applying the concepts to real-world activities that the students might see on the job works well. Having students use math concepts to do things that they will see on the job. Maybe, having them supply applications that hey have seen in the workplace.
I teach in the clinical setting so I utilize examples in the practice area that incorporate theory that they recieved in class. We also look at examples good vs. bad practice.
Hi Kathleen,
You really grab the students attention whenever you focus on the real world. The love to hear about real world experiences.
Patricia
My technique is always about real world. Most individuals "think" they don't know the field of inquiry that I teach but in fact many have experienced. So I focus on identifying what the course has to do with real world experiences. Kathleen
Hi Diana,
Whenver students look the part of their profession. They feel good about themselves.
Patricia
Hi Ted,
Money instantly gets a student involved, interested, and excited. Students want to know about the potential earnings.
Patricia
Hi Alexis,
Sharing examples with students is always good. Students tend to do better and become excited, if examples are shared.
Patricia
Hello Pamela,
Super, you do a variety of things to get your students involved. With the various methods, I am sure you reach your students.
Patricia
Hi Mark,
Students enjoy and love to hear success stories of graduates. Our placement person always shares students success stories.
Patricia
Hi Tiffany,
Such a valid point where you mentioned general education courses. Prior to taking core classes in undergrad school, there were a few elective classes that for most of the students at the time did not make sense and I will add to it, including my self. It appears that the mass majority took these classes and got involved in each subject just knowing that more college credits were added under their belts. I do however, remember one facilitator explainig the benefits of certain classes which got some of us interested causing us to change our tone.
I recall one individual asking "how these courses will help us in real life" We got an answer which matches what you wrote in your post.
Roberto
Hi Dee,
We must keep our students excited. Excitement is key. Excitement brings on positive occurrences as you've mentioned.
Patricia
I MAKE SURE THAT AS AN INSTRUCTOR I AM INVOLVED AND INTERESTED IN THE COURSE I TEACH, WORKING AT AN AUTOMOTIVE SCHOOL I TELL MY STUDENTS THE BENIFIT OF WHAT THEY ARE ABOUT TO LEARN,AND HOW MUCH MORE MONEY THEY CAN EARN AS A TRAINED TECHNICIAN.
Give them real life examples of the abstract concepts
Have the students go out and observe/find examples of the abstract concepts in their everyday life
Hi Pam!
You used a key word that I also used: "excited". That is SO important!!! The more excited they are about the course, the more they will throw themselves into studying (hopefully), the better they will do (usually), and they'll (usually again!) have a better chance of passing their NCLEX exam...and remembering the material once they get out into the "real world"! :)
I always emphasize how the course will be directly helpful to the students, but I think the main thing is being excited about the course yourself, as you present the format to them.
For example:
I teach in the nursing program, so I always emphasize to the students how the course content, exam questions' format, in-class quizzes, etc., will prepare them for the NCLEX-RN exam they will take after graduation, AND for the actual workplace as a nurse.
But I also explain how mastery of this material will help them be a BETTER nurse, and I continue that message throughout the course. That way, I can get (at least some of them) out of the mindset of "what is the least I need to do to pass?" and into "I want to learn all I can so that I can be one of the good ones".
I have kept in touch with some of my former students and on the first day I will share with the class some of their accomplishments and challenges. This usually opens up discussions concerning their chosen field.
I start by asking the students what they would like to get out of the course. Their expectations and wishes. Providing them with a detailed syllabus of objectives, goals, and expectations. As well as my expectations and how they will be able to achieve the objectives and receive both the knowledge and ability to pass the course. I attempt to get them excited by using open ended questions that require a level of participation and critical thinking skills. I provide colorful handouts with information, and easy reference material. When appropriate I use short movie clips, relevant movies, and interesting short reading assignments. I find presenting the information in a realistic manner assists them in retaining and making sense of the material. Memorization limits the ability to adapt the information to other situations and does not encourage them to use critical thinking skills that may apply in various situations. I provide relevant situations as examples that hopefully will stay with them as they progress throughout the program. I encourage discussion and questions relevant to the material being presented. The offer of assistance is provided and encouraged. I believe a non-threatening environment is more therapeutic to learning. Making the information interesting and at times fun increases the students participation and encourages them to take learning serious.
Hi Julie,
Awesome! You just gave me an idea. I will take job posting in to my career class that I teach. What a great way to get students interested and involved. Student want to know that there are jobs out there for them.
Patricia
Hello Tiffany,
I too foucus on being well-rounded. I emphasize to my students that this adjective can be a great selling point in an interview.
Patricia
