For adult learning it is important to change approaches in how material is presented. I do lecture for most material, but I also add in other ways to reinforce the information. For instance, I use case studies that the students work on in groups. I use drawing and clay projections to help students understand structure and eventually function in anatomy. I even have students do research projects on topics they choose from a set of given topics and then teach me the information. These are just some of the ideas that I use in my classes.
By learning cognitive theories you become aware of why the different teaching styles work, then your instruction has more meaning to you.
By understanding the ways in which students and individuals learn you can change your delivery so that it makes more sense and sinks in for the student. If the student learns through reading that will be more valuable for them to do than if you were to lecture to them continuously. By providing a variety of methods you are able to come at the issue for multiple sides.
My students are like snowflakes... no two are alike. I am still learning how to adopt the same message presented in a different form for different students. With one student, I may be very successful by linking lessons to everyday examples or analogies, while with a high-achieving or more thoughtful student, I may be more successful by changing the message to put more emphasis on the student arriving to their own conclusions while I merely help them along the way.
Understanding the basics of learning gives me an opportunity to look at different ways to facilitate information moving myself to the student. Learning is an interaction - not a download. I teach pathology and there is SO much to download to the students in a very short timeframe. Taking time to understand the learning process will help me be more creative in how the information is shared and interacted with. Hoping that they will filter out the fluff and commit to long term memory the things they will need to know when they apply it to patient care.
Ted,
Good points and the validate why we need to offer our instruction in a variety of different formats. The more senses and learning preferences we can appeal to the more our students will be engaged.
Gary
Gary Meers, Ed.D.
Eric,
You make a good point with the snowflake example. We need to remember this as we do our instructional planning. When we do we will be able to educate the entire class of students but in a customized way.
Gary
Gary Meers, Ed.D.
Kelly,
You do have a challenge with both the volume and type of content you are teaching. With the ideas you expressed here an a positive approach to your instructional planning you will be able to support your students in their learning efforts.
Gary
Gary Meers, Ed.D.
Agreed,
You need to learn to change your delivery method depending on the class dynamics as well as each individual student.
I am going to add more concrete and abstract applications to the administrative section of my program. I use a lot of "how did you feel when..." discussions when presenting patient relations scenarios and feel the concrete/absrtact approach would personalize the material for each student.
Daniel,
I think your plan will be very effective in getting the students to think through possible options as they deal with patients as a result of being exposed to sequential learning approaches.
Gary
Gary Meers, Ed.D.
You can match the message to the students learning stage. As most students are in the late teens, early 20ties, I will know that have not yet reached peak learning age. Also take into account their past experiecne if I have this knowledge of this on how they might be impacted by a certain style, treatment or message
Susan,
You make a good point about matching the message to the students. We all respond to messages in different ways so the more variety we can offer our students them more information they will be able to glean from our efforts to share content with them.
Gary
Gary Meers, Ed.D.
I think that by lnowing how the brain works and the type of students we have we can determine individual expectations. Everyone is different and identifying those differences are key to that students success. I try to learn the students needs and gear my lectures so that I am reaching all of my students and if something doesn't work I discard it.
Understanding how we learn helps me because I have learned, mostly through trial and error, that not every student learns in the same way or responds to a particular teaching method in the same way. I myself have had to adapt to this so that I could make learning more rewarding for my students. I used to be primarily a lecturer; now I tend to "mix it up" a bit more and relate course content to "real life."
Being new to the teaching world. Not only am I giving education but I am getting one as well. While I did not know about episodic teaching from a definition standpoint it turns out I have been applying that at times. I teach Pharmacology so there is a lot of semantic/rote memorazation teaching as well but when I can use real life examples from the students lives and from my own I feel they retain more of the information for sure.
Ross
I change my delivery method when I teach my evening class. I work with each individual student based on student's needs and situation.I am trying to create a very comfortable learning environment.
Rita,
Good way to approach the instructional process. Learners like variety and change of pace as they move through their coursework. You are providing both with your adding of or mixing up of your instructional delivery along with the integration of activities.
Gary
Gary Meers, Ed.D.
Ross,
Great to hear about how you are integrating both kinds of teaching into your courses. Foundational knowledge is created with semantic/rote memory and then application is made through episodic connections in memory. You are doing a good job integrating both for your students. Pharmacology is a course that is enhanced when both are used as you are finding out. I wish you continued success in your teaching.
Gary
Gary Meers, Ed.D.
Irina,
Good strategy and one that I know your students will value. The human factor in teaching is as important as the content delivery for many students.
Gary
Gary Meers, Ed.D.
