How do you write an addendum to the syllabus?

How long should a lecture be?

I have a very hands on program that I teach in, so I find it a little challenging to apply information to my learning styles that prefer it auditory vs. hands-on. I tend to structore my classes in a very lecture and lab orientation to accustom to both learning styles. For different learning styles in the classroom, I have also found it valuable to have the diffences in the learning styles because it gives students a different perspective on things. What is an example how you incorporate auditory vs. hands-on learning into your classrooms?

How many times do you lay out a syllabus and have it ready before you meet your students for the class for the first day of class? I submit that you are missing a great opportunity to connect with your students. I have the requirements of the school and any accrediting bodies identified as the first priority, then any additional minimum items that I want to cover. Then, most importantly, let the students fill in the blanks. Why, you ask? If we predetermine what the next ___ weeks will be, are the students really engaged from the beginning? I have them review all the chapters of the text to get an idea of the full scope of what will be covered then have them write a paper for the next class in which they tell me what topics are most important to them and what kind of learner they are so I can make changes to the syllabus and rearrange how I prioritize the material and how and who will be teaching what parts during the term.

I think meeting the class for the first time s a little scary. We all want our classes to be awesome, like us and be smooth. Each time we start over we don’t know what to expect. I always try to break the ice, with a get to know me, get to know you game. I typically go through all the important facts, syllabus and what I expect PowerPoint, then bring them each a small bag of M & M’s and have them tell a story about themselves if they have a blue one, a vacation they’ve been on with a green, an orange tell us about a hobby, a yellow tell us about your family, etc. I think a class that knows a little about one another has a better chance of having that cooperative learning style, and a more caring attitude about learning. When they realize I actually do care about their learning they are more apt to be engaged.

I teach a communications class and the first day of class we take a short learning style assessment. This works as both an eye opener for the student as well as an excellent ice breaker for the class. Students get paired up with their like learning style peers and brainstorm how they most comfortably learn, how others can effectively teach them a topic, and how they can use their learning styles when studying.

I like to use a role play to see what information has been retained from lecture and reading materials.

I know that we have gone to many of the tests from testing banks, but I do believe that there are time that it is really nice to write your own tests to challange your students knowledge.

I have found it beneficial to admit that I don't know and to look information up. It shows the students that we are always learning.

How to make sure that you are able to touch every learning style in the class can be challenging. How can you make sure to do this?

I am an instructor in a career school, but I have a non-traditional role. I do not have my own class/classroom. I pop in and out of other instructor's classes, with a predetermined schedule, to give presentations, hand out assignments and do quite a bit of cheerleading/motivating. I am able to develop relationships with students who are motivated to succeed, but since I do not work with each class on a daily basis, I'm having trouble motivating and connecting with students who are not as focused. I am new in my position and trying to do the best I can, but any suggestions on how to improve on making connections with students I do not see on a regular basis would be helpful.

Mini lecture broken up with other forms of learning. Video, games, acting something out, leadship skill groups, all seem to keep everyone awake, active, and learning.

Do an internet search for icebreakers, I use many and it helps student bond, relax, and get to know eachother.

With a quiet group I prefer to have them write a question and then I redistibute the questions to the class and have each student read that question recieved.

I try to cover all learning styles when possible. Lecture, Powerpoint, hands on, audio.

I use pretty much every topic that is available for testing. I like the variety and it gives the students more variation in their test taking skills.

My exams are both hands on and written. I feel the more hands on they get, the better they will remember. I also use powerpoint pictures and procedures that they have to identify. I feel that this is a good tool in helping all of the learning abilities!

I have had a few students that never are involved in class discussions. I finally decided to do a "whole class" question/answer role play. I am the client and my students are the technicians asking questions. I go around the room and everyone of the students has to come up with a question relating to the topic...I try and include real life senerio situations they can relate to. It seems to get the students who have been really quiet a better understanding of what the real world will be like and if they don't communicate with their classmates and instructors in college, they will struggle at a clinic!! I make that a HUGE point!

Susan During my Radiation Safety course, I had to teach basic atomic physics on about a tenth grade level ~ I found that by taking my lessons into the Star Trek realm, the students were able to consider theories outside their understanding of logic without fear of reprisal. This lead to some very interesting discussions ~ and good understanding of those pesky theories.

With my classes I try and include different types of learning styles. I seem to have the most luck with mock scenarios for teh CJ programs. We have many trials in class and relate the topic to current events and past sensational cases. Works well...the only complaint I get is that time goes too quickly.