I have taught the same course in 15 weeks increments for a long time. I have found which discussions work better than others over this time
I agree with encouraging participation. I have found that with the course I teach, the student who need the information the most, is the one who will fall silent. I try to engage the students by walking around the room and asking questions pertinent to the topic. They usually will start to pay attention if they feel I may call on them and if I can get their attention and include them, they usually will start interacting with the class.
Hi Kellie,
This is an excellent way to get students to buy in to the course. Students want to know how various concepts relate to the real world.
Patricia
I get course buy in from my students by trying to use as many real world examples of what I am teaching, giving them the opportunity to be able to relate.
Hi Jeanne,
As the old adage goes, "Experience is the best teacher."
Patricia
Hi William,
I like it! This is a great example of how you can talk till you're blue in the face, but they still don't get it until they get a chance to experience it for themselves. Some things are best discovered on your own through an activity like this one. -Jeanne
In our primary operational planning course we start with the group exercise where the class is divided into two groups and put if separate rooms with a student from each group designated as a trusted agent/messenger.
Each group if given a checker/chess board and an index card telling them that the object is to defeat the other team following the rules of the game. The twist is that one is given checker pieces and told they are playing by checker rules and the other chess pieces/rules. After several moves, both teams are brought back together and asked their observations about the other teams moves.
In addition to serving as a team-building activity/icebreaker, it teachs the students to be aware that the enemy doesn't always play by "our" rules and serves as a foundational teaching point throughout the duration of the course. I recognize that it may by limited in application but it is a great way to challenge students to not get caught up in there own perspective.
One thing I do to get students to buy in is to give them a task on subject and ask them to present their findings to the class. This gives them an opportunity to showcase their knowledge to their peers and they become the expert.
I think changing trotting behind to beside would help the metaphor along and agree wholeheartedly that the passion gets your foot in the door but your applicable and expressible knowledge will continue the course and allow it to become infectious for your students. The Bible has this cool concept called "teaching from the abundance" that I employ. If I've studied and assimilated the information excessively, the abundance can overflow to my students. The risk is information overload both for me and my students but there is a balance to be had and I believe this not only captures "buy in" but helps continue and expand it.
Hi Quintin,
Theory is good, but there is nothing like life experiences. I like how you share with your students the good and bad of the field that you have experienced.
Patricia
By relating my experiences, good and not so good in the field, to the students. They see the benefits of paying attention to the course and also the lab activities. These are real world experiences that they can relate to and learn from. Demonstrating theories to them that now they see the results, instead of assuming them.
Anthony,
Your point is well made. We must relate to students what 'benefits' they will derive from taking the course. I believe this should be done at the very beginning to get their interest in course topics.
Hi Instructor Scales,
I get course buy-in from students by showing them the relevancy of the course material to their jobs or within organizations.
Hi Kasey,
You must monitor your more dominant students and do not allow them to take over because they will grab the ball and run with it. There has to be time for the more introverted students to participate.
Patricia
I like to pose a question and go around the room and have wach student provide an answer. This allows some of the more quiet students an opportunity to participate without the more dominant ones taking over.
By using the what's in it for me. Using real life examples of problems they will need to solve, using the information and skills they just learned.
Hi Victor,
It is always good to connect their interest along with the lecture material.
Patricia
All students need to engage. I will post one or a few questions and require everyone's opinion on the matter. Shy students need to participate,too.
I ask what their majors are and get feedback as to what they are interested in and then I keep that in mind when I present the class. If they don't identify with the class, it gets harder to keep them engaged.
I like the idea of easing the pressure of being the "perfect A" student and to focus on how they can apply the information. There will always be those who expect themselves to achieve A's throughout the program. Alleviating the pressure for those who struggle with academics may actually help them to improve their scores by being more relaxed. Since some students excel in their skills but struggle with academics this may cause them to pay closer attention when they are focused on how they can apply the material in the field instead of how the material will help them get a better grade. Am I way off base or is this a valid concept?
