By giving real world examples of how learners have succeded through the knowledge they gained from your course or one like it.
Hi Patricia,
I answered a similar question in the forum. So, if you don't mind, I am going to reference that same answer. I have been teaching English SO long that I am usually prepared for the moans and groans when students enter the class, and as always, to listen to "I hate reading and writing. Why do I have to take this class-- I will never write essays in my job." Through continued trial and error, I find that incorporating modules with group activities, relevant writing assignments to the student's life, and open discussion about important issues, students are more accepting of the course and doing the work. For example, the first assignment in my 098 and 101 English course is the narrative. This allows students to write about their own experiences and apply their wisdom or insight into the first essay. They usually love the assignment and wish to write more "narratives" once we get into literary analysis or argumentation essays. They learn that they don't "hate" but sometimes dislike certain assignments in English while loving others. The best way, I believe, to help students become excited is through making the assignments relative to their experiences and if not relative, interesting to them. As much as I wish they would all LOVE Shakespeare as much as I do, I realize that's not very likely and so I try to avoid my own biases in writing and reading for what I've seen work in previous classes as well as risking lessons I believe will work in future ones.
Thanks,
Anne
Guest speakers in our field ( Medical Billing and Coding) always tends to give validity to what I teach, and the information that I provide about the job market and opportunities after graduation.
Our school has "labs" or mock offices where students can role play and get into the various scenarios that are provided by the course text. It helps to bring home the need for the skills we teach in a practical manner.
I think that the two most important ways to show relevancy of the course content to students is to:
1)Continue to reinforce how this content is applicable to their clinical practice. It is imporant to utilize real world exampls of clinical practice as it relates to the subject matter at hand...not only because it is interesting, but also because if the students can make the link that we HAVE experienced this subject in practice then they possibly will also. This is like a lightning rod for their attention...their primary focus is being a clinician and sometimes they will overlook subject matter if they do not see a direct connection (i.e., "I will never use that")to clinical practice.
2)Secondly, it is important to stay current of trends in your subject material. If you are teaching mental health and you spend significant time discussing Freudian type psychoanalysis as a viable therapy, you will be diminishing the relevancy of your content. The same could be said of simply staying aware of cultural trends and changes as well and interweaving those with your content. If you present your material as if it hasn't been updated in the last twenty years, students may shrug off your content as being irrelavant to them.
Provide examples of how it applies in the field.
Colleen
I can show relevancy by giving them case studies, but also by giving them examples from my professional background that deal with that particular subject.
Hi Megan,
Students really want to and need to know how the course is applicable to the real world.
Patricia
Students need to know at the college level and beyond that the particular course they are taking will be highly relevant to their upcoming careers and goals. The instructor should point out in specifics how the various topics will come up in their careers, and how knowledge in these respective areas will benefit them in direct proportion to how well they master your material. Perhaps a visiting speaker in their exact field and specialization can be brought to advise the students, and answer specific questions (if the instructor him/herself is not a practitioner). MARC
By setting expectations and comparing them to the industry during the first day of class. By making sure they are involved and understand everything completely.
Hi Donna,
Absolutely! The adult learner wants to know the "why" of a course. Once the "why" has been established, the adult learner is eager to move forward.
Patricia
I have already posted, but will post again, if you need me to do so.
Thanks.
Nancy Lorenz-Vega
Relevancy is everything. If a student is learning something they want to know why, how is this important?, How is this going to help me succed? A student will stay more ingaged if they know how the material applies to their choosen field.
Relevancy of course subject matter is of the utmost importance. It is the motivational factor that will spur the students on to academic success. Offering examples of how their skills will be applied in the working world, will not only encourage them, but give them role models to emulate. I make all of my class topics at Concorde Career College (English, Communications)as relevant as possible to demosntrate to the students the need for English and Communications skills within the work community, and, in dealing with patients on a professional level.
I try to use real life examples in all of my units, and we use the medical field as a backdrop for many assignments, including "Medicine and Literature." How does medicine fit into the literary world, and, how does literature fit into the medical process? What medical literature has been written out there as well in academia - journals, program-specific trade magazines, etc.? How does Communiucatioms fit into the medical field?
I want to prepare my students, not only for RT or PTA, but also to be able to present a paper or new idea to an audience of their medical peers. We are educating students, and we want them to represent COncorde very well in the professional community.
Note: In addition, I have been doing Career Services with the school as well; therefore, I have added a new level of relevance - resumes, interview skills, etc., which we discuss in classes. I keep the focus on the skill functions, social (professional behavior) and expanding the intellect of the students.
________________________
Nancy Lorenz-Vega
Concorde Career College
North Hollywood, CA
Instructor - English and Communications
Facilitator - Career Services
Be relating the value that each course has on the practical uses of them...how that everything we learn wether it is for our career or not is nothing but a poisitive move to make.
Relevance can be shown in the class by connecting real-world examples, stories or better yet having a guest speaker to bring up to date information about industry.
Hi Ward,
My favorites are graduate guest speakers. The have great testamonies to share with current students. Yhey can really speak from the perspective...been there done that.
Patricia
Hi John,
Touching/doing is an exciting teaching method. Students get it when they can touch it, do it, feel it, etc.
Patricia
Hi Beverly,
I like your variety that is used to represent course relevancy. I especially like how you take what is suppose to be professional work and show the students mistakes as they apply to English...great eye opener.
Patricia
Hi Jonathan,
As a Doctor of Chiropractic I am sure you have some valuable stories to share with you students as they apply to various topics that you will teach. You have a great advantage you can really teach from a very practical perspective. Your students should know that they are very fortunate to have someone of your caliber as their instructor.
Patricia
