Adapting your instructional strategy.
By Dr. Gary Meers
How will understanding the basics of learning benefit you as an instructor?
Would you give example of how you might adapt your instructional strategy or teaching methods as a result of understanding how brain functions and how learning occurs?
Part one of this question on how will understanding the basics of learning benefit you as an instructor?
I understood that learning is a process resulting from interaction with a setting in which one finds oneself at any given time.
As an instructor I will make the most of my student’s interaction and on going participation in a classroom setting and lab (Machine Shop) by:
Objectives that are clearly stated on the board every day and on the shop floor, a list of the new terminology that will be introduced throughout the lecture, and I will be using my lesson plan as a road map to my lecture and adapting to my students learning style.
I will connect with my students and engage them throughout my lecture.
To generate enthusiasm to the subject being throughout, I will always draw the connection and relevancy to my student goals and to their career advancement.
In my 6 weeks 5 hours a day module my students learn about CNC (Computer Numerical Control). These machines require a programming language as well as people who are qualified to set-up and run the CNC machines.
Therefore as an instructor the training of CNC programs and people to set-up these machines is my job.
I truly have more respect and appreciation for my responsibly and my job after I have read this paragraph about learning.
“Learning as trying to take a drink out of a fire hose without being scared or knocked down by the streamâ€
(Not being able to process the content)
This vivid picture is a good reminder for me when I see an inquisitive look on my student’s face when they don’t get it.
My response, in turn, will be representing my material in a different light so I can bring the point across.
I will assess in their understanding through benchmarks of the content of my lecture. Then move the lecture forward according to the lesson plan (road map).
My benchmarks are projects to be made on the CNC machine through program writing and program verification on the CNC simulator and eventually by making the part on the CNC machine, one project for every week.
(This process may involve more then one program every week for a period of 6 weeks.)
Weekly grading system
15 % for Homework (mathematics, blue print reading and
machining fundamental theory)
25 % for Weekly Test.
60 % for CNC Project.
My mission throughout every week is to trouble-shoot with my students on their programs, guide them in set-up skills and executing the program safely, and make the part without any injures to the student or any machine crashes.
In addition to the daily lecture I also answer questions in regard to the homework 20 minutes before the end of the class (all homework are due on Monday, so Friday I allow 30 minutes for the homework questions).
Part two of the question.
Would you give example of how you might adapt your instructional strategy or teaching methods as a result of understanding how brain functions and how learning occurs?
With approximately one billion cells in our brain, called neurons, using axons for sending chemical charges in the form of electrical impulses to other brain cells, this transmission process is called synapses.
Since our brain is like a serious of networked computers linked together, these computers (brain parts) are working simultaneously throughout the life of the owner.
Different tasks, such as breathing, heart beating, smelling, hearing (survival), intellectual processing (learning), emotional response (behavior), and social interaction (relationship).
Information during the first 18 months of a baby’s life are gained through senses such as smell, touch, and mobility challenges.
The second spurt occurring in the brain takes place before puberty giving them an eagerness to learn. The last take spurt takes place at the ages of 24 – 25 (This developmental phase completes the maturation of brain).
I work with adults at the age of 18 and older.
Attention and retention of information learned is a key to learning. While adults are challenged in decisions, teenagers are dealing with intellectual maturity and development.
The life making direction decisions are made while developing intellectually, physically, socially, and emotionally.
I will adapt my instructional strategy and teaching methods by representing the information in progressive steps from simple to complex while assessing throughout the process my students’ level of understanding.
At the end of each lecture (lesson plan) I will present key questions. From my student’s answers I will be able to determine what part of my lecture needs to be revisited and to give a clearer explanation of the newly learned concept.
Making instruction relevant
By Dr. Gary Meers
How might adult learner needs and expectations be a basis or foundation to relevant instruction? What are some specific ways (strategies or methodologies) that you can make your instructional content and delivery to student expectations?
Relevancy and expectations of an adult learner is key to their retention of newly learned skills and applied knowledge. Adults are career oriented and more selective of what information is relevant and what to keep. On average, teenagers retain and learn 600 new things a year while adult learn and retain 400 new things a year.
Therefore relevancy in the material to the adult learner in their career objectives is a key in delivering the theory and the new concept.
In a given practical application, the new skills and how to use the new knowledge in the work place will significantly add to the relevancy and how to use the newly learned skill at their work place.
As an important safety measure. Part of the CNC machine set-up is to verify (program zero) as to where the CNC machine will execute the CNC program.
By doing this step, the operator of the CNC machine will insure a safe execution of the part program on the CNC machine.
Most of the machine operators are not keen on taking this step, but by seeing the benefit of this step (not executing the program at the wrong CNC machine coordinate) by seeing the advantage of (program zero verification) before executing the program. The adult learner will see the relevancy of taking this important step before the final execution of the CNC program.
Understanding that people have different ways of learning will remind me to have different approaches to teaching. This should make presentation of material more creative and thus more interesting, both for me, as well as for the students. Something else occurs to me; I have a radio in the library, tuned to a classical music station, upon the suggestion of our dean, as classical music is supposed to improve thinking and reduce stress, resulting in better classwork. Now after going through the module, I realize music probably also helps student, esp. auditor learners, to have music on while they are studying.
