Get Your Students Hired
I teach pastry in the culinary program and the students really have a hard time coming in motivated. Well recently we changed the pastry component of the culinary program to include hot food application of the pastry techniques and wow you can really see the joy and enthusiasm on the students faces now.
Nancy,
Yes, it can. Even with their stated desire to become professionals in the field they still need support and encouragement as they move through their course work. They may have the end goal in mind but many times daily life can get in the way and they lose their vision.
Gary
Gary Meers, Ed.D.
I teach in a VN program; theoretically these students have the desire and motivation to achieve their goal of becoming a nurse. Focusing on the importance of cementing and applying information now and forever can be a challenge!
Jon,
One of the enjoyable parts of being an instructor comes from responding to your last sentence. Identifying and then creating strategies that will capitalize on their experiences is a fun and creative opportunity for instructors to bring their best instructional skills to the classroom or lab.
Gary
Gary Meers, Ed.D.
Each adult learner brings a unique set of experiences and knowledge with them to the class room. They also bring with them unique sets of problems and expectations. I think finding out in advance what some of the strong points, weak points and expectations of the students are in advance will help. By building on their current knowlege and life experiences, their total educational experience should be enhanced. I think the key will be to figure out how to apply their experience to the current learning objectives.
Erin,
You are right on with your perception of how you can increase the value of the course to your students. Showing relevancy and illustrating application will increase the ROI for the students dramatically.
Gary
Gary Meers, Ed.D.
I completely agree it is important to show the relevancy in the material in order to keep students interested. I think this can be achieved by offering examples from our career field of how we have applied the material in our own lives and careers.
Richard,
You make a number of very good points but I want to draw out is the use of relevant examples in relation to the topic being covered. The more this can be done the more value students associate with the course. Students really perk up when their instructor shares a story from his or her work experience and relates to the students.
Gary
Gary Meers, Ed.D.
Venusa,
I call this "connecting the dots" and it is so important to the learning process. The more relevancy and application that can be made the more value the students will associate with the course. This is the ROI they need to have as they move through their career preparation.
Gary
Gary Meers, Ed.D.
Kristina,
This is a key point. Knowing what they are expecting from the course helps to focus your instructional delivery. You can customize your content to help the current group of students to have their expectations met because you are keenly aware of what they are.
Gary
Gary Meers, Ed.D.
Career students have made a choice to learn something new in order to better their lives in some way or another. By knowing the expectations of the student and being able to identify the course content and how it meets those expectations can enable enthusiasm to the point they can exceed those expectations. As well, it helps in the development of teaching strategy to bring relevant examples into each area of learning and show how it plays a role in the main objective being student success.
Adult learners find meaning and reason on what they do. Knowing their needs and expectations can help faculty to create a meaningful learning environment by setting learning objectives that are relevant based on student needs and expectations and will serve as motivations for students to learn and focus. In addition to learning objectives, faculty can design teaching methodology that enhances learning and meeting their expectations. Citing examples when presenting concepts or using simulators when teaching skills making concepts relevant to what is expected to be learned sets a good motivational platform for learning.
The first step is assessing student needs and expectations. If you understand his/her needs and expectations you'll be able to choose appropriate strategies more effectively. Also, by taking time to learn about student needs and expectations you have the opportunity early on to clarify misunderstanding and set expectations of the student. This gets everyone on the same page moving forward.
Phuong,
Preparation enables you to anticipate and plan for how your are going to engage your students in discussions and interactive sessions.
Gary
Gary Meers, Ed.D.
by preparing your work and ready for class. also making sure that you know what you are teaching and have plenty of critcal thinking skills. this way you keep their attention and keep their mind working
Robert,
Relevancy and application are two elements sought by learners, especially adult learners. They want to see the ROI for the time and money they are investing. The more instructors can do this through their activities and content the more engaged the students will be. You use of the flowchart is a good way to help them see the relevancy of the content and keep them focused on the sequence of the content. You are providing a valuable resource to your students with the flowchart.
Gary
Gary Meers, Ed.D.
Adult learners will want to see the applicable use of what they are being taught. This means that the theory and history may not mean much to these students if they see no means to put that knowledge to use. This understanding of that type of student has a direct effect on how the material is presented. Strategies that should be employed will use the information in a work related setting / example / senario for students to experience. If this is a biological field, it could be a medical history and treatment notes of a patient. Have the students translate them. I think a flowchat that is partly filled out of important concepts in the chapter they are covering is another way to help them grasp the main ideas.
Charles,
Good point. What are some way that you do this with your students?
Gary
Gary Meers, Ed.D.
By finding out what the students expectations and pretest skills are. Then, guide the course to meet the students needs.
Ruth,
This is a really great way to start returning adults off in a gen ed course. You are doing a lot to reduce their fears and anxiety in relation to being successful as college students. If you can get them over this barrier the odds are greatly increased they will stay in the course and school. Keep up these great supports.
Gary
Gary Meers, Ed.D.