Using The Text Book
How is everyone using the text book the students received. What I have done is use the text book following our power point presentation. For example horsepower is presented in the power point. In the the text book the different types of horsepower are explained more indepth.
It is the instructors responsibility to be creative in getting the students interested in the materials used in the class as support material. If the text book doesn't seem to reach the students with the assistance of the instructor, then maybe the text book needs to be changed. I remember when I was in school, there were some really great text books and there were some very boring ones too!
I appreciate all the thoughts on using the textbook. I also don't like classes that only rehash the textbook and don't add any further knowledge. However, in my classes, most if not all of my students have 40+ work weeks. Therefore, there are at least a few days where they have not appropriately prepared for class. I then do have some "rehashing" of the book in order for everyone to be on the same page and we can all continue on to bigger ideas once we get the basics from the chapters. Are there any ideas in keeping those students that did prepare engaged while keeping the students that didn't prepare that day up to speed?
The text books are important, I use them as a last day review as we go thru the chapters and I say, "Hey you guys remember about this....." As for them bringing the books to class, I have had half of them that say they never got one, the other half store them in the trunk of their car. Text book on jump drives???
Judy--
Yes, making the full circle connections between discussions and other class work with the text and the work place help to reinforce that everything is working together to prepare them for their profession. We sometimes take that for granted, but making sure we communicate how it all works together is important.
Susan
Excellent point, teaching students how to read the text book. many do not know how to read for information nor do they understand what a questions is actually asking.
I agree that it is very important to use the textbook. I require the students include it as one of their reference sources when doing research. Also when having discussion to bring information on the point they are making by using the text. I have found this helps to get the students to actually read the chapters.
Brian--
This sounds like excellent practice. I think it is completely appropriate to use the text as a 'foundation'...in class should build upon the material in the book and students can discuss, expand and build upon what was in there.
Unfortunately, we also know that they may not have had to do this prior. Seems many students have learned coming up through K-12 and beyond that the material is what is covered in class and therefore don't really bother to explore it.
Susan
This is a very good topic, I get many students that have been in other classes that the instructors don't even reference the text and the student leaves it at home on a book shelf or under a table leg or something.
I myself find the text books more like "TOOLS" that we as Instructors/Mentors have to teach the students how to use as a reference. The teaching comes from us, engaging the students in conversation. I like to say that as instructors we have to know the students’ text books like a preacher know his bible. If you engage the students and reference the different pages and chapter "DURING" your PowerPoint or presentation they are more apt to bring the book to class and use it.
I pass out books in my course that references some of the Federal DOT laws and during my 1st lectures with it I make it mandatory that each student have it out as I teach them "how to use it". I also have several different lab assignments that I make it mandatory and part of their grade to show the research from the book.
To me you have to not only teach them the trade you have to teach them the TOOLS of the trade.
I would agree with the sentiment or statement, "Why attend class if it is just a rehash of the text" I
In Media Arts we have many very expensive texts that go with even more expensive software apps. All of which obsolete prior to anyone having read or worked on them. One way we attempt to insure reading is to assign students the chapters that relate, require them to feed back 15 to 25 questions, they must formulate the questions, provide the answers to the questions and specify the page upon which those answers can be found.
As we put this practice in place, over time (year plus) we experienced students -in class discussions or after class asking or informing instructors about certain topics or points that came directly from the reading.
We are greatly concerned with the lack of reading and writing ability in todays students. This is one small way we try to improve that. Any additional thoughts on the topic will be greatly appreciated.
Michael--
That is such an important point! Students (regardless of age) aren't very motivated to come to class if all that happens is a rehash of the textbook. The reverse is also true...if they think you aren't using the material in the book at all, that doesn't motivate them to read the 'base' material presented there.
I really like your philosophy of the text supporting the class outcomes, which is a great integration of the two.
Susan
We believe that the class should never be designed after the text. Rather, the text is supporting material for the "big ideas" of the class. In my wines class, I'm constantly referring to maps, labels, charts, etc. that apply to the topic at hand. Also, rather than assigning mandatory reading each day, I highlight the pages in the text that will support tomorrow's content. I've found that adult students are more likely to prepare for the following day if the text is a suggestion rather than a mandate.
