I'm in a dilemma about the use of electronic material vs traditional hard copy versions in our courses. As an IT school, we tend to use mini-lectures and lots of hands on computer time to re-enforce the topics covered in those lectures. Books are rarely used during the actual class time, and support materials are used occasionally to reference tables of information or clarify a topic. Our textbooks are used by the students outside of class to look up ways of doing things but are not generally read cover to cover. So based on this I feel we could successfully incorporate electronic materials into a lot of our courses. This allows the instructor to easily add extra material, internet articles, update material as software changes slightly etc. Plus electronic material is easily searched to find the applicable information. But a majority of instructors are against its use, saying it is difficult to learn from. I would agree if our courses were highly re-enforced by reading the text, but again I don't believe they are. Comments? Thanks Jeff

One technique I have always try to incorporate into my teaching style is using questions as a way to lead students to my point. Instead of using queries solely as a review, use them to illustrate reasons why we need to do things in certain ways, or to have them get their heads into a new topic. So I would be curious on how other instructors use the Socratic Method in their teaching, when is it appropriate and when is it not, and student responses to it. Also I found this article to be a very interesting test of the Method on younger students. Let me know what you think. http://www.garlikov.com/Soc_Meth.html Jeff

I find that when students answer a question on a written test, that answer takes on a quality of being "right", even if it isn't. The longer the interval between taking the test and getting the graded paper, the more solidly that initial answer gels, until it is almost impossible to change. Which is a very good reasonn to return test papers ASAP. In one of my classes, which meets only once a week, I use my lunch hour to grade the papers so students can get the corrections immediately.

One method of assessment can be done as you teach. Observing student body language (are they slumped in their chairs or sitting up straight; are they making eye contact; do they take notes when you make improtant points) can clue you in to how much they are paying attention. The number and speed of hand-raisings when you ask a question provides a similar measure. The advantage is that, if you find you have lost the students, you can stop and reteach immediately, rather than waiting unti you mark the test a day or more later.

What do you do when you ask a question and get... deathly silence? You could, of course, asnwer the question yourself, and sometimes it may be the quickest way to keep up your momentum. But answer too many questinos yourself and you're teaching the class that if they sit silent you'll do all the work. A technique I have used is to rephrase the question to make it easier to answer. Simpli-fying is one way (instead of asking for all four vital signs, ask for just one). Or association ("we did this on Monday just after our review"). Or connecting to TV shows they have seen ("what do they do first when an emergency is brought into the ER?"). Or focusing on a clue (" what word do you see inside "electrocardiography").

What sometimes gets lost in discussing learning styles is that (with a few exceptions) we all learn through all our senses. It's just that the message is stronger when a preferred modality is used. And it's not an either/or situation. I find myself preferring the written word, but also respond well to visuals and (a bit less) to kinesthic. My weakest area is auditory. Perhaps we should think of learning styles more as a ranking than a single choice. And we should plan to appeal to as many senses as we can when planning our lesson. Write what we say and say what we write. Pass around anything that can be touched. Diagram wherever possible. When it comes to senses, more is better!

Another kinesthetic approach I have found effective is what I call "pass-arounds". In a class on setting up an IV drip, for instance, one teacher passes around actual IV bags. In itself, there is little more to learn by touching the bag than by seeing it, but she finds that retention is increased significantly. And not only for the "kinsethetic" student, but for all.

I wonder if we aren't missing something by limiting our definition of learning styles to sensory modalities. It's not only the intake mechanism that is involved, but the mental organizing of material. Some of us, for instance, tend to prefer to think inductively - from specific instances to a general rule. Examples and anecdotal strategies work well with these thinkers. Others think better when you give them a general rule and let them work out specific instances. Guidelines and principles often work better with these.

This is so very true and soemthing I think a lot of instructors miss - esp. in online courses.

Lectures, as noted, need to be limited to about 15 minutes to keep the students' eyes from glazing over. However, many topics require expositioins longer than 15 minutes. One way I have found to break up a lengthy lecture is to periodically ask questions of the class. If I have just made a point, I might ask if anyone can think of an example from their own experience. Or, if there is a connection to something previously learned, I might ask them if "this sounds familiar?". Or I might probe for rationale by asking "why do you think this is done"? By doing this, other voices are heard. And student minds shift from passivity to activity.

Students' life experiences often contain elements that parallel class subject matter. Introducing the concept of electricity, one teacher asked "have you even walked across a rug and gotten a spark when you touched something metal?" Another teacher started a lesson on Taking a Patient History with the question: "What's the first thing you're asked to do when you go to a doctor's office for the first time?". By linking coursework to student life experiences it not only involves them, but makes the class more meaningful.

Some students are very good with practical application but struggle with theoretical principles. Some complicated matters can be explained with simple analogies causing the light to come on. You need to use examples that a particular student or group can relate to.

From my experiences as a trainer, i have seen many contract trainers just come in and teach and deliver a very BORING class. Boring as in just coming in and doing whats required as far as delivering course material. I guess for some instructors, they really dont care if the students are learning/enjoying what they are being taught, but it would drive me nuts to know that a student thought my classes were boring and i was uninspiring... My keys for motivation: 1. Encouragement: always keep your students postively reinforced. 2. Mentorship: make these students think "man, i wanna be like this guy." 3. Energy: Come in charged and ready to go..if you're not pumped, your students sure wont be either. Maybe a Redbull before class :)

Is it safe to say that as much as you stress to your students to read ahead to be prepared for the next class lecture...you're always gonna get some that don't? Besides "pop quizzes" on reading material...any other ideas to get students to read?

I am looking for suggestions on how best to determine if goals are realistic? We have to cover what seems to be enormous amount of material in a short period of time.

In a vocational school I am responsible for the very first class and new student takes. Fortunately everyone in the course is interested in the subject matter. The challenge is this. There is such a wide range of learning compentency. I've got students that may have at least some college education and did very well. I have others that struggled to graduate from high school. 1) What are some good strategies to make sure all the students are appropriately challenged? 2) What are some strategies to help those students that have a strong interest in the subject but have never really learned to study?

Alot of this material were things i was told by my training mentors, whom never took these FAPSC courses. Its good to see i actually new this stuff beforehand :P

At my school (technical/trade) we have to do a mixture of lecture and demonstration. I also add problem solving, power point, transparencies. My question to you all is this... when the students begin practicing their lab work with each other, I often loose control of them and they are talking, chit chatting and laughing. I know there is a balance there, because i want it to be an enjoyable experience for them, but I worrry it gets too casual of an environment? Any suggestions on how to control this without constantly saying "SShhh, you should all be working without much chatting?"

Hi - I work for a small trade school - we lecture and do hands on skills in my class. It is an accelerated program, so things move fast! I often have students comlaining becasue they aren't "given" all the information on the tests... although it is in their assigned chapters. I make study guides for my classes, that are quite thorough! Sometimes I get so frustrated becasue I feel they don't study the material... any suggestions on how to motivate them, help and not enable them to study the material? I find that those who aren't studying often don't do well on the practical hands on-majority anyway. There are those occasional few...

The use of humor to put the students and instructor at ease is a time tested device. However, I often wonder if entertainment has compromised education though, looking out at the classroom, I see attentive students and can easily draw them into the discussion. Any thoughts or pointers would be appreciated.