I explain why the course is a part of the overall curriculum. Then I explain how the subject matter was used in my personal professional career.
I am a clinical coordinator and I have had similar experiences in regard to the clinical setting. You try to convey to the students in a classroom/lab setting how it "really" is at the clinical level. I now bring my students who already are out in the clinical setting (or a student who just graduated) in to meet and talk to the students who are ready to begin their clinical experience. I found that when information comes from a fellow student, it has more impact sometimes then coming from me.
My students are currently in a physics class that is part of their general education course. Some of them have difficulty with the math section of physics and always ask what this will have to do with there core classes. I always remind them that the concepts that they are learning now they will see again in their core program. The students also have physics lab in the same room that they will have their core classes so they are able to see some equipment that they will be using in the future that their physics class is going over now. That seems to keep them motivated.
A major component to getting learner buy-in requires the learner feel he/she is in a totally safe environment. Student-centered learning can ill-afford learners that do not feel safe to speak freely.
Hi Gregrey,
Absolutely, project energy into the lecture and make it real fun. A perfect combination for learning is to have fun while learning.
Patricia
Hi Claire,
Generation Y will automatically buy in to a course if technology is used with various teaching assignments.
Patricia
I agree with you, you MUST set the expectations up front. I have an in-class orientation that goes along with my syllabus. I also have them sign off that they understand it too.
I get them involved on the first day by incorporating a hands-on activity that relates to their career choice. I teach Massage Therapy, so I have them hop on the tables and apply the concepts covered in my lecture.
Of course it is important to show them how this course will benefit them professionally, but that will only get you so far. Many of my students are younger and part of the technology driven generation. I think it helps to reel them in by showing them how interesting the class is going to be at the very beginning. For example, I explain that I have a powerpoint presentation for every class and that there will be videos and class discussions, etc.
Be excited and have fun with the subject yourself. Make the expectations of the coarse easy to understand and animate them so they sound even easier than they are. Give examples of real life and how it pertains to there chosen career.
The nursing curriculum is proscribed with each course building on the previous one. What is critical is to help students make these connections -- I often give a brief A&P review at the beginning of each new section and stress how an understanding of physiology helps understand the clinical symptoms seen in disease. From there we can begin to discuss nursing interventions and pharmacology.
Hi Juan,
When students understand the "Why" they develop a keen interest as to what is going on.
Patricia
I teach adult military and security personnel. I start every new lecture with ... Why this is important?... Either a case study, personal experience (mine or I will solicit the students) or scenario driven example to motivate the class.
What I have learned through the years that works very well is even before jumping into the syllabus … is to have a general conversation with the class on what they think the purpose is and what the real world application they are going to get from the course. This has worked extremely well in getting them engaged from the get go!
Hi Allen,
I teach from a very simplistic point of view. I assume my students do not know anything about the subject matter, and I teach from a step-by-step approach. I do not leave any stone unturned.
Patricia
Hi Dennis,
It makes for an excellent instructor if you have worked or is working in the area you are instructing. Practical experience from the instructor can really get students to buy in to the course because the instructor has real life situations to share.
Patricia
Hi Peter,
Students get it when ther is little to no grey! It sounds like you have great clarity in your requirements, and you make things real as they apply to the culinary world.
Patricia
Hi Lisa,
Students like for things to appear real. Students tend to get it whenever real situations are shared.
Patricia
using real-world scenarios; mentioning food cost and profit.
I am a culinary instructor and find my students generally are very committed to the course.
I do reference the industry a lot and explain that apart from the training they are receiving I will be also discussing how work gets done in reality as opposed to the kitchen classroom.
I hear myself saying many times " You will need to know/be able to do this" on a line during busy service times.The syllabus is very detailed and contains all due dates for work as well as obviously course content and I explain how the basic techniques and processes dovetail into more complex recipes and dishes further into the course.Expectations (for both instructor and students) are discussed in detail on Day One so there is little grey and everyone is aware of how we will conduct "business"
