Decoding Course Content
How do you help your students decode course content?
Hi Steve,
Through segmenting or breaking the content down into understandable units. This is like answering the questions "How do you eat an elephant?" Answer: "One bite at a time." Once the students see that they can learn about and use the content in one segment and then another, and then another they start to see the learning progress they are making.
Gary
Teach it as simple as possable.Use words they understand,use examples they can relate to,Break it down into the simplest terms and help them rebuild it.that is learning
If I see blank looks in the class after an explanition, I try an explanitioon using simplier terms.
If I want them to rember step by step processes I'll use a cartoon drawing on the board. For instance to show how a syncro works in a transmission I draw a fork,a sleeve,a key,a ring with a cement block inside,an ice cream cone, a tooth and aHurst shifter. To represent the shift fork pushing on the sleeve which pushes the keys into the cone on the gear, slowing the geear to allow the sleeve to latch onto the clutching teath which completes the shift. No one misses those questions on the trans. test.
Chuck Peters
Hi Chuck,
Good job of using strategies to get students to remember the course content. You are reinforcing their learning as needed in a variety of ways and this increases content retention.
Gary
It all deepens on what learning stile the student is kinesthetic we get the parts out and put them in their hands, writer I have them write down what we talking about visual I make them draw on the board and auditory we talk and look at movies
by breaking down large informations into smaller units. i also try to relate to somthing they are familiar with. ie: alignment caster with fishing. i also try to use picture words. and ask somone to repete the information in their own words.
Hi Kenneth,
Good way to incorporate the different learning preferences for your students. This way they have exposure to all of the different learning modes.
Gary
i will simplefy some of the material by breaking it down too terms they understand
The information is presented in small a smounts. For the why and how of the subject. The information is new to most and will be information overload if not done in this manner.
Hi Dean,
Right on with your assessment of how to deliver content. Small segments allow for processing and internalizing of new knowledge leading to increased retention and application of content.
Gary
To help the students to learn abstract and non- associational information we provide in-class discussion of the topic material daily. All of the class participates as volunteers or as voluntold in the discussions. We practice the material that needs to be integrated and also encourage the use of 3X5 flashcards. Using a "buddy list" helps the students contact one another for additional help outside of class time.
Since I teach engine building, I break the engine down into seperate systems.Once each system is understood then I carefully relate one to the other explaining how each system is dependent upon the other to make the engine perform. Once the seperate systems are understood,we can then return and elaborate how to improve each individually and how these improvements can effect all others.
Have an open forum class is the best for me as they learn from one another in this setting. Then all i have to do is clear any areas that i fell they did not cover. If needed be i will find a part that is related to the questions that were not covered or answered clearly.This also shows me what i may have missed in the lecture as well.
I will tend to ask open ended questions that encourge the students to get involved. If I find that only a few students are getting involved, then I will ask specific students for a response. it is important to make the student feel comfortible, so if they are not correct, I try to help the class to see how they may have come to that conclusion, and to try to avoid the class from ganging up on that student.
Our course is taught in different formats affecting the different learning stylyes the students have. We teach the material in its simplest format, so as to aid the slower students but not to bore the faster students. We try to use the vocabulary they will be expected to understand in field, a chart with definitions and descriptions are furnished the students. We use examples they can relate to, break it down into the simplest terms and help them understand how it is used in the field. We also take that information and demonstrate through hands on how it will benefit the student as they enter the work force.
Steve,
I tend to break the content down into little bits for them. For example I will start with the purpose of the entire component being discussed and where on the vehicle it is located.
After that I will take that unit apart one piece at a time and discuss that piece's individual role in the operation of the entire assembly. I will repeat this process until we have covered all of the pieces of that drivetrain component. I will then link all of those " pieces" together for the students. During this process I may call on students for assistance as well. This works especially well with the "Drivetrain" systems.
Draw pictures, hand out training aids and ask questions of them.
Hi Errol,
This is progressive and sequential approach to instruction. You are continuing to build on previous knowledge as the students move through the course. Also, I like the way you provide support as needed to keep the students engaged and focused.
Gary
Hi Steven,
All good strategies to use. The more graphic and visual you can make the content the better.
Gary
