I too like to engage the students in my class by asking them what their expectation are of the class ad of me as an instructor. Once we have that established I share my expectations with them, then we have a discussion about how we will meet each others expectations. Once that has been discussed, I then provide examples on how the things we will learn in class will relate to them in the work world once they leave the course.
Hi Joan,
I concur! When I teach Excel I make sure my teaching includes all learning style. I also like to bring in current classified ads to show students how knowing Excel can make them extremely marketable.
Patricia Scales
Hi Irby,
I really like how you make learning real to get buy in from your students.
Patricia Scales
One of the strategies I use to help get the course buy in from my students is showing them the relevance of the course. For example, when I am teaching Excel. I show them where they will be using this in the real world. Another strategy I use is finding different ways to teach them. I realize that they all could have different learning styles. If I provide something for all learning styles the students stay engaged in class.
Hi Jerry,
Good question to ponder on. I also like to tell the students on Day 1 how they are going to benefit from the course.
Patricia Scales
Share the role of a Certified Coder in an acute care facility. Give them three operative reports. Givem them an opportunity to select the proper diagnosis code for MS-DRG code assignment
I teach humanities courses online. Given that much of online college education is career-focused, I have many students that often buck the curriculum. They don't understand why they need to study art history when they want a career in nursing or business, for example. I face this challenge head on, and I ask this question before the students do so. I also relate the material to their world and needs. I find that once I address this issue, these non-traditional learners are typically much more open to the course. Here is an example of a recent message I sent to the class:
Hey gang,
As I've read your biographies, I've noted that so many of you have wonderful career goals: teachers, people of business, and all kinds of great paths that lay before. (I wish you all the best in your futures!) But since you're in a humanities class, you might ask, "If I want to be a business person, for example, why do I have to learn all of this humanities stuff?" And that's a very valid question, so I'm going to answer it:
(1) Studying the humanities builds your reading and writing skills. This reason is a very practical one. In any career path, you will be required to read and write well. Exploring the humanities (like media and culture in this class) is one of the most acute means to develop those skills.
(2) When studying the art and culture, we learn about language as a means of communication. We explore more sophisticated and technological ways to express ideas.
(3) When studying the humanities, we explore the world around us and what it means to be a human. We dive into historical and personal contexts, and we look at all facets of the world: political, sociological, economic, religious, and philosophical; the list goes on and on. And we explore our personal reactions to all of those concepts. We ask, "What is it like to be human?"
While--true--a humanities class may not prepare you to be a business person in the same direct way that a business class will, a humanities class can make you more proficient critical thinker and writer, with an appreciation for deep questions and deep answers. My goal is that you’ll be able to apply these skills to all that you do in your educational journey and beyond into the work place and in life.
If anyone in the class would like to comment on this post, then please feel free to do so.
I hope you all enjoy the class.
Dr. Rockford Sansom
As part of my first day, I ask each student to set their expectations for the course. Could be a grade or a learning objective, but it often uncovers some soul searching as to whether or not the student really wants to achieve, get by, or learn something.
I explain my personal experience with the information being taught so they can visualize in their minds and relate the material to "real-life" and what they will expect in their field. I ask them to share a similar situation, if they have one, with the class. I find this really helpful because not only are they more engaged in the material being taught, they relate the material for when they go out in the "real-world".
in one of my classes I have alot of different discussions that usually pertain to the criteria but sometimes will venture out a little, but this gets all the students talking and giving inpute as to our talks. It always ends up getting back to the general discussion in different ways but helps me to know that they are actually getting what I am talking about
On the first day of class, we discuss the differences between being a student in high school or early in life, when students didn't necessarily want to be in class. We talk about how, as adults, they have chosen to pursue this career and education and how that is going to make a difference.
We discuss the individual reasons that each student has decided to return to school and the reasons why they have chosen their field. This gets them comfortable with each other as there are often similar motivators.
I then explain the importance of them OWNING their education. I explain that my role is to support them, but it is important that they fulfill their role as a student, so they can let me know the best ways to support them. I encourage all questions and relevant stories that demonstrate critical thinking and curriculum connection. Finally, I explain that there is a serious problem if I care more about their education and success than they do.
Like an astute car salesman I have them envision themselves in the labor force and imagining how satisfying and how admirable they will be among their when they perform tasks or activities learned/perfected during my class.
The students need living examples to help get course buy in. I try to bring enthusiasm to the class room by relating to past job experiences in order to connect to the topic. They must see the prospects of a future job to be exciting and hence desire to learn and assimilate well. I have invited some of my past students to drop-in, to give an impromptu 5 minutes overview on their present job experiences. They would highlight and emphasize the areas they themselves previously did not pay full attention to and took for granted. That, usually captures the class attention.
I teach a required psychology course that some students are unhappy about. The first day of class, I give them real-life examples of the value of understanding human behavior. We usually begin with an exercise that is similar to the "What Would You Do?" television show. That usually gets the ball rolling.
Depending on which class it is, I share my stories and experiences with the students, they seem to like when I talk about situations that I have gone through and how I handled the situation.
I ask students what experiences they have already had that relate to the course, and how they think the course will help them to reach their goals.
I tell them about my experiences as a professional, and how those experiences relate to the course.
I outline how what they are about to learn will relate to careers by providing a job title and then providing a short group exercise where students access an online job site such as career.com or monster.com.
In this exercise, I provide sample job titles that students can look for, and then we discuss requirements for jobs and how the course learning objectives will help them in meeting those needs.
Students like to see how what they are learning is helping them to meet career goals.
I am careful to explain that the jobs we have found are not guarantees for employment, but rather are providing direction for the types of information that we are learning.
I try to relate the course to their current real life experiences and explain to them why the course will help them succeed in their career goals. I also assure them that I will be available to help them along the way with anything they may need. Many adult students haven't been in a classroom in many years and this seems to put their minds at ease a bit and allows them to focus on the material instead of stressing over not doing well.
mostly by making the course relevant to not only their expectations but also to real life scenarios.
I am new at tech school teaching. I have greatly underutilitzed the discussions of career objectives. I will do this much more in the future. I teach all levels of accounting. Principles is required for all students, regardless on their field of interest. A better understanding of their career goals will enable me to make the material more relevant to each individual.
THX
I teach in allied health profession program and I find it helpful to ask students willing to share what got them interested in the profession. A required part of the beginning of their professional component is to have them do a generic skills, values and abilities survey as well. I also like to ask them to share something unique about themselves to engage them day one. Because I am a new faculty I like the idea of also having them divide up and do a skill/challenge icebreaker. of course, we do a good job with discussing the syllabus, goals and objectives and expectations as well
