I try to demonstrate the relavance of all the material we going to cover. I do this sometimes by telling of my own experiences where a particular situation was encountered and resolved by applying principals and knowledge they will be gaining during the course.
I also try to determine each students expectations of what they hope to get out of the class and individually emphasize certain things that are important to them as we discuss class material.
I think the first day of class is important. That is were you build your trust with the student. It's all about first impressions.
Hi Phil,
I love it! I can see how this movie can really spark motivation. Just when you think you have it hard, someone else has it harder. Keep motivating your students!
Patricia Scales
I show a motivational film on the first day of class. It is a true story about teenagers living in a depressed area of the United States who won national recognition for their work despite lack of skilled technical help or money. I emphasize that the desire to succeed will help people who think the road is too hard. And, in our college there is plenty of technical help, personal help, review, and hands-on so when they are finished with my class they will absolutely understand the subject and how to apply it.
I too have a debate in the classroom and this help with buy in
Hi Ryan,
I like for students to find classified ads as they pertain to the course or skill set they will be obtaining from the course so that they see that the course will definitely help them in their career.
Patricia Scales
Hi Robbi,
Students love to hear of our experiences/stories as they apply to the real world. I like for students to understand how the course can help them in their career to gain buy in from them.
Patricia Scales
I have used many types of teaching styles to get the subject matter across to students including; Lecture, hands on demonstrations, Q & A sessions, review games (which is a big hit with my classes) and videos. I have had issues with attendance which I have been letting my students know that I could be having a non make up quiz at any time of the day, which has helped with those who like to leave early.
The best way I've found to do this is establish credibility with the students. Apply industry experience and explain it on a level to them that they can easily understand. As of yet, this has been the best practice.
Hi Debbie,
Great ideas! Students love it when we share stories that are applicable to the subject matter.
Patricia Scales
I basically use the same strategies to obtain course buy-in from the students that I use to get my students excited about course content. When introducing the course to my students and trying to get them excited about the course, I am essentially trying to get their "buy-in"; once they've bought-in, the excitement for the course should follow.
As an instructor in the Dental Assisting Program, I teach classes that are less clinical in nature and focus more on the business office function of the dental office including computer applications. Since my courses do involve a working knowledge of clinical dentistry, I am able to initially engage the students in a brainstorming exercise encouraging them to discuss what they THINK the courses are about and how they perceive these courses to be useful in the field. This exercise stimulates a great class discussion in which no one is hindered by concern about a wrong answer because they all have some common background with the clinical courses.
Once we review the syllabus, the students are able to see how their perceptions and expectations relate to the syllabus and course content.
In reviewing the syllabus, I also share my work-related experiences with them in how the course content is really applicable in the dental office. I try to draw them into the office with me so they can visualize themselves having to deal with these same patient scenarios and how they will also be prepared to apply their skills from my courses to handle these situations.
We incorporate role plays, guest speakers, and field trips to help bring new and interesting perspectives to the course content. I try to relate to the WIFM concept and keep them actively engaged in student activities for each lesson.
While incorporating these strategies, I also find that reinforcing my expectations of them as students is just as important as acknowledging their expectations from me. Therefore, once we have reviewed the syllabus, we develop a class expectations list using a "team" approach. They provide student input and I provide instructor input, and I reinforce this list as a working tool from which we can know what we expect from each other. I also use this as a reinforcement tool during mid-quarter reviews to help engage them during that review process.
Be excited let them know about you experience. Bring in guest speakers. Show tangible examples.Debbie
Give them my WIIFM speach. Whats In It For Me.
By telling them how they will most likely need to apply what they will be taught i feel puts a sense of seriousness to the material.
I set expectations keep them involved as much as possible with different activities I try to make them excited and eager to learn more.
Hi Peter,
Absolutley! Students want to know and need to know how learning is applicable to the real world.
Patricia Scales
I give examples of class material and how it applies to my everyday interactions with people in the healthcare field. Students like to know that what they are learning will actually be used when they are in the field.
Explaining how I'm not smarter than them. Telling bthem I remember being a student and working/studying hard brought me to this point. That professionalism is not just attire, but attitude. Being able to see an imediate outcome on application of information.
Get the students excited about the course and articulate ways in which it is relevant to them.
Hi Davina,
Great questions to pose to students to get them to see the benefit of taking the course and learning the various concepts within the course. Sometimes we simply have to get students to understand things for things to make sense to them. I like how you apply learning to real life.
Patricia Scales
Getting course buy in from students can be very difficult especially when the students do not initially see the value in taking the course. Most courses that they "have" to take are ones that they consider to be boring. What I have done in the past and in all of the courses that I teach is to connect the concepts to real life situations - situations in which all of them have had some experience in. We've all had the student who does not quite understand the importance of knowing how to compute fractions or how to divide - especially when technology makes it so easy for us to just get the answer from a computer or a calculator. When that happens, I pose the question to the student "what happens if your calculator dies? Or if the shortcut website crashes?" When that does not work, if the students are parents, I pose the question, "how are you going to help your son/daughter with this when they have to learn it in school?" This usually gets them thinking about it seriously.
