I explain with a story how they will relate this course to their future work experience.
Hi Ann,
The WIIFM is a good leeway into any course on Day 1. It is important for students to find out the relevancy of the course.
Patricia Scales
Hi WENDY,
A good way to help students keep their eyes on the prize as well. By asking this question, students understand they need the course to get where they want to go in five years.
Patricia Scales
I use to use the WIIFM strategy and have fallen from doing so on the board, I need to implement this strategy once again. When I have a student for two classes, the same students fall into the category of not doing the HW. thanks for this refresher!
I always start by asking the students what they want to be doing five years from now and how that will tie into the course they are presently in.
Hi Ivan,
When students feel like the work has value, they take more interest in the work. They understand the benefit.
Patricia Scales
Patricia,
That is very true! This seems to be one of the biggest motivators for many of my nursing students. The philosophy of "all of this work has to be worth something" reigns with my students.
Hi Janice,
You are right! When students understand course relevancy, they buy into the course. Adult learners, especially must see value in the course.
Patricia Scales
I think students need a sense of how they can apply the information I will be teaching to their chosen field. I have to help them make that connection by giving the students real world examples of how the information will be used by them to benefit their patients. If the students don't see value in what they are learning then it is very difficult to get the students to buy into the course work.
I show all of my students respect. If I expect respect from them then I need to show it to them, it is a two way street. Each student needs to know that you care about them and that they are an important memb4er of the class. Listen to what they have to say and respond. Seek things out that you gfind out they are interested in. A liitle bit of work outside the classroom goes a long way for the instructor in terms of getting buy in from the students. Be sure they enjoy coming to your class. Show them you are human and like and dislike some of the same things you do.
Hi James,
Awesome wording to use with your students to promote buy in. Students see the relevancy once they understand that the course is going to benefit them in their profession.
Patricia Scales
Hi Gregory,
Nicely stated! You do a fantastic job with sharing course relevancy! I can tell you are excited about the curriculum, and you get your students excited. Keep up the great work!
Patricia Scales
Hi Dr. Fu-Sen,
I concur! Enthusiasm really begins with the instructor. When the instructor is excited, the student generally becomes excited. Students need to fully understand how the course is going to help them in their career.
Patricia Scales
Hi Jean-rene,
Students also need to fully understand how the course is going to help them in their career.
Patricia Scales
Hi Beryl,
I concur! I love how you allow your students to take ownership by selecting their project.
Patricia Scales
Course buy in. I've used applied application in my career so that they know I've been there, done that in the real world, outside of the curriculum alone. I poll them frequently on how what we're learning applies to their specific careers, some existing, some planned of course as to be expected. We have discussions about how what they're learning will set them apart from others in the same field, discuss the benefits of having the skills and knowledge. As I call on them for discussion I identify the willing and comfortable, and the more reserved so that I can help them refine, or become more comfortable. Always applying to scenarios at every opportunity, helping them understand their career is one where being able to speak is a distinct benefit, even at it's origin, a job interview, approaching a potential client and emphasizing the benefit of the skills they are learning directly to them being distinct, prepared and unique.
Students need to understand what they will gain from the course and what is expected of them. I personally like to have the students perform "hands-on" to get them excited about learning what they need to know.
Some strategies I use to help get course buy in from my students is by being passionate and enthusiastic when I teach. I have noticed that a teacher's enthusiasm about a subject seems to be contagious and passes onto students. Students are more likely to be passionate about learning a subject only when the teacher is passionate about the subject himself. Furthermore, I try to use applicable cases and scenarios in real life so students can see the relevancy of the topic they are learning. This helps them understand why they should learn the subject and be more motivated to learn since it helps them everyday.
My curriculum is project based. I get buy in by encouraging (engineering) the projects as ones picked out by the student. I maintain clear rules as to what the project should entail, and work through the issues as they come up. I retain the right to reject a proposed project as less than or more than the student can expect to accomplish in the given time frame. This allows creativity and fosters research. If they have chosen the work, they are more likely to see the project to completion.
I teach in the area of Cinema Production. The positive of that is that students tend to have a strong level of devotion to the subject matter and the elements of filmmaking. Some of the challenges are addressing when students confront the amount of work and effort it takes to succeed in the industry and when they encounter coursework that does not fall within the areas of filmmaking where their talents and / or interests lie.
To work toward achieving buy in fromt he students, I have found success in connecting a given course to where it fits in the process of their education, as well as where the subject matter of a course fits in the creation of motion pictures. Every course in the curriculum is taught from a central theme that relates to storytelling and the responsibility of engaging an audience while honoring financial and business elements. I have found that by tying each subject matter back to a core, it creates both a "through-line" and a relevancy for each course.
No student is going to love every course in their curriculum (nor do the instructors). By keeping the big picture within the periphery vision of all concerned, I have found that sufficient interest, curiosity and application of skills can take place in a significant number of students.
