My most difficult challenge is getting culinary students to "buy-into" relevance of Course in American Literature.
They seem to enjoy the readings, but they also seem to lack a larger sense of academic community.
I hit the ground running. I hit the classroom with some enthusiasm, and I have a front loaded quiz each day. That's enough to get the ball rolling.
But, in a larger sense, it is hard to secure the buy-in, especially from those students who have little success in my courses interests in the past.
My son has a complex of learning problems, and his therapist always had him get into a physical position of winning, as he did on the soccer field; he would, then, build on that. I often tell this anecdote to the students to suggest I know where they are coming from.
Giving a scenario that most students have been involved as a patient in any doctors office. Then take the material for the new class & provide students with information they will learn in the new mod as to how the health care employee would assist the patient of that same scenario. In other words, apply the new material for the new mod to a common scenario that they will find them selves in as employees.
As a realative new instructor I am unsteady in how I build the "bridge'. Currently I try to make a cmparrison with the knowledge I think they understand. for example I try to compare the human body to a computer. But it dosen't always work. Sometimes they focus on my comparison more than the information about the bosy. Do you have some suggestions?
Rebecca W
Hi Rebecca,
I've found with students in their final term have already bought in.
Patricia
Hi Rebecca,
What explanation do you give to describe the bridge between previous and new knowledge?
Patricia
Hi Evelyn,
I can tell you care about meeting the needs of students. Continue to put the students first.
Patricia
Hi Augustine,
It is important for students to have our support!
Patricia
Patricia,
I have a combination of strategies but these 2 are the most effective:
1. Aligning my curriculum & assessments to meet the needs of the students. For example, I have taught A&P for years to students entering healthcare. Recently, I began teaching A&P for Criminal Justice students. To do so effectively, I empahsized areas relating to their area of study, such as genetics & DNA, blood typing, etc. Instead of quizes & tests, I wrote CJ scenarios with crime scene analysis to reinforce the key concepts.
2. Respect. I have designed my classroom to meet where they are at. My curriculum is not punitive. I welcome students who make the effort to come to class at any point. I do not deduct points for late work. This way, they do not have to make excuses and I do not have to do a lot of busy work that deducts from teaching.
It is true student want to be valued, to feel important. To get their buy-in, it is important that they know what is expected of them. At the start of each term/ session, I first explain to the students how I will help/support them in achieving their goals.
I also like aking the students about their goals and dreams. It helps me to steer my examples to topics they can relate to. As Adult learners the bridge i describe between previsous knowledge an new knowledge isvery helpful.
rebecca whittaker
I too work with the students in their final term, and buy-in is a little eaiser. I have found a bit of senior-itis in the students so I try to focus on professional excellence. Building pride in the profesion and in their skills.rebecca whittaker
Hi Anthony,
Students neeed personallization and individual effectiveness. Students feel very important when they get to have the instructor's undivided attention.
Patricia
Find out a little background about the student in order to relate his/her real life experience to the course content. This is my "application" of What's In It For Me?
I have had positive comments when students are called by their names ("personalization effect"), and when they can relate concepts/theories learned to what they do (“individual effectiveness”).
Hello Patrice,
Most of students can improve their witten and verbal commuications skills.
Patricia
In my Enlgih Composition courses, I have my students write and read about food and industry related issues. I also endeavor to constantly make the connection between imporving professional communication (whether verbal or written) and improving composition.
Hi, Patricia:
In my experience the way to create course buy in is simple. The instructor must show the students what is in it for them. If I can in lecture, or by examples in the news show them how the information they are learning in the course will apply to their chosen career, or even better, their life right now; the students will buy in to the course and become fully engaged.
Hi Augustine,
The instructor has to be in full control. The classroom should be an environment that is conducive to learning. Students should want to come to your class.
Patricia
The instructor is the leader in the classroom. It is the leader’s responsibility to create an environment where learning happens. This includes “selling” the course and making it more interesting. There are several ways the instructor can make this happen – including allowing the students participate in the course, talk about their own experiences etc.
Hi Michael,
Hands-on activities normally act as a great buy-in. Students tend to enjoy hands-on activities.
Patricia
