Fred Hirsch

Discussion Comment

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.

Fred Hirsch

Discussion Comment

Reading your class

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.

Fred Hirsch

Discussion Comment

Digging out the answer

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… >>>

Fred Hirsch

Discussion Comment

Teaching with Senses - More is Better

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… >>>

Fred Hirsch

Discussion Comment

Touchy/Feely in the classroom

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.

Fred Hirsch

Discussion Comment

More than sensory channels

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.

Fred Hirsch

Discussion Comment

Calling on Non-Volunteers

Some students (even very good ones) seem so shy that they never hold up their hands when you ask a class question. If you call on this student and he/she doesn't know the answer, you risk turning them off for good. On the other hand, if they do supply an answer, you have created participation. One tactic (as mentioned in our lesson) would be to ask "opinion" type questions in this situation, since no right/wrong is involved. In my experience, however, shy students often answer "yes" or "no" or "not sure" to wiggle out of having to say something. Any… >>>

Fred Hirsch

Discussion Comment

Dressing the Classroom

A key element in retaining students is to "touch the career" - to constantly remind students that what they are doing has reason and value. The classroom itself can be used for this purpose. Ideally, every time the student steps across the threshold he should feel he is IN the career. In some fields (culinary, auto mechanics, etc.) this is done for you since classes are taught in kitchens, shops, etc. But how do you dress a bookkeeping class? One instructor made posters of tax forms, balance sheets, W9's, etc. and hung them around the walls. For a class on… >>>

Fred Hirsch

Discussion Comment

success breeds success

I find that the best weapon against student frustration is success. Any success, even in the smallest thing, gives a degree of confidence and establishes a positive mental "template" for future activity. I have made it a rule for myself that every day, every student should leave the classroom having accomplished something. Towards that end, I make an initial student application as simple as possible, model it thoroughly, even run a rehearsal before the real thing. Once they have had initial success, however, later applications are provide progressively less help and require more original work.

Fred Hirsch

Discussion Comment

Q&A to develop interactivity

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… >>>