Hi John,
Whenever topics are presented to real life situations students tend to understand things better.
Patricia
Hi Cathy,
I use a similar tactic. I tell the students the course is my favorite, and it is going to be their favorite course as well. I make them visualize how the course will benefit them career wise so that they can make more money.
Patricia
Hi, Patricia-
The first thing I do is tell my students this is one of my favorite courses to teach :-)
Then, I play the course scenario, explaining to them that the course truly does model a real world situation. If there are "people" in the scenario, I will make posts to the DB threads, as one of those in the scenario, asking students questions to clarify what they are trying to explain in their posts, or listing examples. They really like the interaction with the virtual clients. Sometimes, I will put up a post that incites opposing views, just to motivate them, asking them to justify why I, as the "client", should "buy into" their assertions.
Am I the only one who does this?
-Cathy V
I attempt to relate course topics to personal situations that most everyone has encountered. For example, if I was discussing the cost of manufacturing a product, I ask students if it is important to know what something costs before you buy it. I liken that to a company making and selling a product, and note that they have to know what it costs to make the product so they can choose selling prices, promotional startegies, or even whether to make it in the first place.
To obtain buy in from the students, I attempt to remain enthusiastic and show a genuine interest in the cours assignment. I also encourage the students by asking for objections and fielding them as a group discussion.
Hi Aaron,
Great points indicated! Student must know how they are going to benefit from the course. Once students determine that the course is beneficial to them, they have the attitude that is needed to succeed.
Patricia
Hi Kasey,
Any time clinicals are involved, theory becomes very practical.
Patricia
I am fortunate in that I teach my group of student during the last part of their program and buy-in is generally not a problem. We have a clinical component to the course which helps bring real life examples into the classroom. This helps them to see the connection between the material being taught and the work environment they will be entering.
When students are engaged in the course not only am I happier but so are the students. However, creating buy-in for general education courses that seem like hoops through which career skill-specific orientated students must jump is very difficult.
I teach three general education subjects and creating buy-in is very important in all three. If the students can not answer the question “What is in it for me,” they will disengage and cause trouble.
I begin by stating the goals for the course. Included in these goals are outcomes are such that the students may have opportunities in their carries to apply what their new skill and knowledge. This is a very critical step that shows students that I understand that they are not the next Literary Theorists, English Scholars, or Environmental Scientists, but instead that what they learn will be applicable.
Next I give them permission to achieve less than “A” marks on work. I would like to see all A work and high final scores, but knowing that my subjects are not their primary focus (and being honest about it) elevates a lot of assessment pressure and frees up time for students to focus on obtaining skills that really matter for day-to-day operations in their careers. However, I do not let them off the academic hook: I tell my students that I will fairly assess their work and score is appropriately. I also include a personal story from my academic career: I allowed myself C’s and B’s in non-major related course so that I had more time to focus and do well in my chosen field of study. We are all busy people and must make choices.
Finally, during lectures and activities make sure to point out how the information might be applied in career or be valued by a potential employer.
Hello Christina,
What creative way to get your silent students to participate. I've found that silent students tend to open up more in group activities.
Patricia
Surprising, it's how I engage with my students. That engagement is as simply as how you speak to them, the tone of voice is important.
Hi Everyone: I ask questions and encourage participation. The more students talk, the more they will buy into a concept. Silent students must be encouraged to participate. This is the only way I can tell if they understand. Sometimes this requires a bit of creativity on my part. For example, if a student sits quietly and does not participate, I will move the tone of the class to a different level, such as family issues or kids in school. Since most of my students are adult students, they always relate to this. If I can move the content to a place that they can relate to, I can usually pull them in.
Hi Thomas,
I've learned you can get buy ins from students simply by being excited and knowledgable about the subject matter.
Patricia
This is easier than many people think. As the leader of the class the instructor must have passion for the subject being taught. I teach a course that is not popular with our students. I am able to overcome this misconception that the students have about this course by showing relevance to the industry. By showing excitement and allowing the students the freedom to express their own experiences with the subject being taught I am able to get total buy in from the students and maintain a constructive learning environment.
