Get the students involved and their input about the course, what worked for them and what did not. When students feel they will be heard, they are more likely to open up and share in the class.
Hi Aminata,
I also like to make the learning apply to what they will be doing in the workplace.
Patricia Scales
Hi Antonio,
Some students really do like being in control, and they will certainly take ownership when they feel they have a say.
Patricia Scales
by keeping it interesting, switching teaching styles
I allow them to take a leadership role. I switch leaders weekly.
Hi Linda,
You are thinking correctly! You have so much to offer your students with 30 years of practical experience. Every opportunity you get share your experience as it applies to the content of the lesson.
Patricia Scales
Hi Justin,
You are on point! Students need to know how what they are learing is going to benefit them in the workplace.
Patricia Scales
Hi Glenn,
So true! When students feel as though they have ownership, they tend to fully buy in.
Patricia Scales
By being a new Instructor I plan to adopt this concept. I have 30 years of nursing experience and hopefully by sharing my experiences the students will become excited for what could possibly a great career at the end of the course. I hope to capture the "buy-in" at beginning of the course and just keep reiterating my examples along the course.
As an instructor in training, I have not yet actually used any strategies. However, I believe in showing students how information from the course will transfer into the field is a good way to get buy-in from the students.
After course expectations are understood by the adult learners, classroom decisions are made with consideration to shared governance. Allowing students to voice their preferences and come to an agreement amongst all stakeholders can encourage a mutually beneficent decision, and an environment that encourages cooperative teamwork and engagement (Brasof, 2011). I allow students to help make classroom rules through expectations of professionalism versus dictating my own values. For instance, ask a volunteer student to lead the class in asking for what they expect from an instructor related to professionalism. Then list what the class feels is professional of a student. After the class comes to agreement, there is an established shared governance and increased likelihood of buy-in related to the expectations of a professional student.
Reference:
Brasof, M. (2011). Student Input Improves Behavior, Fosters Leadership. Phi Delta Kappan, 93(2), 20-24.
Hi Mina,
Awesome ways to get buy in from students. Student testomonials are great to sell students on a course.
Patricia Scales
i usually make a presentation about the course with some funny videos to break the ice , then show them how this course can change their carrier and may be get one of my old students that passed this course to explain to them how did this course benefits him in his career life
Hi Tavia,
Every opportunity you get to make learning apply to the job setting, take advantage of it. Students get really excited when they know their career is dependent upon knowing the information.
Patricia Scales
I will incorporate the what's in it for me approach. That being said I want the student to focus on the course like they are on an job setting. I think that when you are in something you want to get the best out of it and this would be the best approach to me.
Having close to 30 years of experience in the industry, I explain to them how the infomation and activities we provide will give them an advantage over others in the same field. What they are leaning now is an excellerated process of what took most of us currently in the industry
many more years to learn.
I plan to use the 'What's in it for me "approach because I feel that it will cause the students to look at the program in a differnet perspective.
I teach in a Medical Assistant program, and I usually open up a new class with an Ice Breaker, then I seek to find out their purpose and goals for being at the school. So now I will try the approach to see if they can see their career path a little clearly because oftentimes, when I ask about their career goals, they have not a clue, and sometimes they are at school just because. So if I can show them somehow, a favorable outcome, then they may be more in tuned with the coursework ahead.
LT
I like to use "Real World" stories from my own experiences in the field. I will tell them a story about something that happened to me in my career, often I will use an example of a failure or mistake that I made and how I used some of the information in this course to avoid that same mistake in the future.
Since I have a variation in age groups, I poll the group to share experiences and try to get the others see the point I'm trying to make. In addition, I bring in recent graduates to explain the importance of the curriculum. I feel this really hits home since the students can relate to a recent gradutate. For some, they really listen and others will still do what they want.
Hi Nisha,
When students are able to make the connection as to how they are going to benefit from the course their eagerness grows for the course. Adult learners need to know the benefit of the course.
Patricia Scales
