Hi Nicole,
Super idea! I do the same thing. Students love it when they can hear how it is in the real world from a graduate of the school. This is so inspiring and motivating.
Patricia Scales
Hi Melissa,
Students need more than just book theory. Anytime we can make learning apply to the real world we should through the use of field trips, guest speakers, mock learning, role playing, case studies, etc.
Patricia Scales
I think one of the modt important ways to show relevancy is to show a strong connection to the students life. How can I use this information in a meaningful way in my life or on the job? Making that connection will motivate and strengthen the students connection to the content of the course.
I am a firm believer in sharing a few examples of how I was able to use information and technique that is presented during the course during my experince in the field.
I am curious as to how much time should be spent on this to get students engaged ?
I give examples of where our classroom work is applied to the "real world". I teach Medical Billing and Coding therefore use of operative reports, how they are coded and the reimbursement that results from good coding shows the students a direct relevance of the courses that I teach them.
At first I was challenged to find ways to relate the course content to each of the career areas the students are pursuing. But then I realized, that if I can find an example from at least one career area, then a student will say, "Oh, that is like when" and then make a comparison to their career area. Then I ask if any other students see a similarity to their career area, and I've found at least one other student will share. I also have a project for the course where they write about the relationship between the Algebra they are learning and their career area. If any others have ideas or resources to share for career related example for College Algebra, I am always looking for great resources.
Hi Lawrence,
As much time as you need to without compromising instructional time.
Patricia Scales
Hi Barbara,
Super! A field trip to a billing/coding facility will put things in perspective for students as well.
Patricia Scales
I use plenty of real time examples of how I have used the material at hand myself. This shows them there is a direct connection, rather than saying this could happen, your saying this has happened to me and this information helped me through this situation.
Hi Audrey,
Students love and need real-time examples so that they can make the connection. It is a must to let our students know how it is in the real world.
Patricia Scales
By relating some personal experiances that I have encountered in the field and was able to apply my training from this course.
Hi Lawrence,
Students love it when they hear about stories as they relate to the course content.
Patricia Scales
I try to show my students the relevance of my course material by demonstrating how it will relate to relief situations. For example, if we are discussing technology in community pharmacies I like to take them into the pharmacy lab and show them examples of types of technology they will see.
Give them examples of what they will learn and present it with a story of how it helped you in your working environment. Some tips that reveal you are an expert on the subject matter so their interest is peaked.
If equipment is available, have it on hand and let them handle the equipment, let them see what they will be learning to operate, and reinforce in them they will know exactly what the equipment is used for, how to set it up, and how to trouble shoot problems that may arise.
Hi Carl,
When learning is made real, students better understand how they can apply that knowledge in their career.
Patricia Scales
I keep and share my portfolio from the past 25 years in the industry with my students. We refer to it when it may have relevance to the lesson at hand.
Hi Richard,
Awesome! What a great way to show course relevancy. Students love seeing visuals as they apply to the course content.
Patricia Scales
I take examples from my own past professional work to demonstrate how I have applied the material I am presenting to them. When doing so, I make a point to highlight the client's-eye-view value-added worth of the special technique or aesthetic perspective being taught.
Also, I do try to generalize the principles underlying specialized material. I teach many specific applications of technique that do not necessarily travel well into other areas of practice, but these are all built upon advanced facility with skills and conceptual mastery that do. So I make a point of stopping along the way to make to wrangle back into the pack any students who have started to get that "This is not useful to me" look on their face.
I try to use critical thinking as a method for showing my students how applicable the information they are recieving is. I ask a lot of questions, giving clues along the way and help them draw a conclusion supported by the topic we are currently learning and then follow up with examples.
Some of the ways that I show my students the relevancy of the course that I teach for the term is to show them real world examples- including using myself as a real world example of what a student can achieve if they work at the course.
For example, I talk to my students a lot about being hired in their field, and I explain to them that networking is one of the most important things that they can do to help them get hired. In this day and age, it is very true that who you know is just as important, if not more important than what you know. I use myself as an example of how I got hired as a teacher by telling them that many of the other teachers in the campus where I teach who are my colleagues now, were MY teachers when I was their student! They have watched me grow and develop through their classes that I took and through my degree process up to and past graduation, and I kept in contact with them, so that years later when an opportunity to teach presented itself at a campus that also includes those teachers who taught me, then I am better able to get references, and recommendations from those teachers to come and teach at the campus that they are teaching at. I always use the president of the campus that I teach at now and let my students know that the campus president used to be my Dean in the school that I graduated from years before!
Another example is that my students hate public speaking in the criminal justice classes that I teach, but I show relevancy in letting them know that the field that they are hoping to start a career in will involve public speaking in some form as they progress in their career, so it would be very advantageous for them to learn it now and get over the fear of public speaking while they are in school and taking my classes.
