When the students can see that what they are learning will be used in their profession when the graduate, they are more likely to buy in. I sometimes find that some content that we teach is not actually used in the real world, which makes me question as an instructor why it is in the curriculum at all? I guess that is a time for curriculum review with the powers to be. :D
Kathy
I stess to my students that the information that they are learning in class will be used on a daily basis when working in the field. Unlike other GE courses that they may have taken previously in high school or college, the information in each class is necessary to be successful their field. Because the classes progress and build upon one another, you must understand the foundations in order to comprehend information that will be taught in later terms. On a regular basis, as a class, we discuss benefits of this career choice and remind ourselves of our goals and of the reasons that we chose this particular field.
Hi Roberta,
You really give your students something to look forward to. I can see how your students will buy into the course.
Patricia Scales
Hi Marie,
Students get real excited when we make learning applicable to what they will be doing in the workplace.
Patricia Scales
Hi Lisa,
Students really are yearning to know how they will benefit from the course either professionally/personally.
Patricia Scales
Hi Vallorie ,
I like how you reel your students in on Day 1. Visual is always motivating for most students.
Patricia Scales
Hi Kendall,
Absolutely! Students want to and need to know the benefit of the course for them professionally.
Patricia Scales
I teach massage therapy, so I advise my students what potential work environments they will be able to work in (spa, gym, cruise ship, chiropractor's office, their own practice, etc.) with this new knowledge base. I also talk about the types of people they will be able to help (infants, pregnant women, elders, the terminally ill, athletes, workers, etc.). I also mention the types of diseases for which they will be able to alleviate signs and symptoms (Cancer, Hypertension, Osteoarthritis, Fibromyalgia, Depression, etc.). Each student will have a personal stake in at least one, if not several, of these areas.
To help students buy in to the course, I relate real life examples on how the course applies to the type of job they may do. For example, recently, our unit of instruction was on advanced positioning for the dental hygienist. I opened with "How many of you have moved to a different position then you were taught when working on a patient?" Many raised their hands. I provided that as they work on more advanced cases, they will need to move to more sophisitacated positioning to accomplish their end goal. In practice, they will critically think, where do I need to be in order to get the best power to the instrument.
i think that it is always helpful to start with what they already know and build form there. Also I try to relate to them how this is relevant to their lives and career.
My first assignment on the first day is a visual type one because they 1st list their most favorite memory. Then they must storyboard each frame because I want them to begin to think visually about framing, about camera angles.
When we get down to teaching the aspects and application of the camera, I'll come back to that 1st assignment and take a couple of the really good storyboards that can be done in a classroom setting, and have the writer be the director of the piece, and we practice 'filming'.
I saw the slide about getting them involved in team projects the first night. I haven't really been doing that, but am going to find a way to see how that could work.
Generally, week 2, the next class I do assign groups of 3 to produce a 'visual only' 30 second piece. This gets them working in small groups before we expand to larger productions.
Hi Christopher,
Super! I also like for students to fully understand how the course can benefit them in their career.
Patricia Scales
I teach dental hygiene and I still practice clinically. I try to incorporate at least one real life, story, experience or situation in each class session. This shows the students how I personally have used the material in my career and shows them how knowing the material may impact their career in the future.
I try to get my students to take ownership in the work that they do. This seems to have a posivtive effect on outcomes.
Hi Keith,
I also like to bring in classified ads as they pertain to the course/skill set of the course they will obtain so that students can can see how marketable they are.
Patricia Scales
Hi Emily,
Wow, you do a variety of things to get buy in from your students. I am sure your students understand the importance of the course and how the course can help them in their career.
Patricia Scales
group talk and group activities
I find that humor and positive, excited energy weaved into the introduction keeps them engaged. Also asking them to volunteer project ideas so keep them engaged and give them a sense of control in the way that they learn, and what tools are brought to their aid. Team building at the beginning by dividing the class down the middle and having them brainstorm (on that first day) for an ongoing group project which will later be presented to summarize what they have learned to the other half of the class. Then encouraging the listeners to ask questions which cultivates critical thinking. :)
Hi Luciana,
Absolutely! We have to let students know how the information is going to help them in their career.
Patricia Scales
I believe to get students to buy in, one must show the students that the buy in would be worth while for them. The students must understand that what is being received is something that they will forever cherish and aid them in the world of work.
