| OCR Text |
Show page 10 lessons, Fail 2006 Teaching Styles To Promote Active Learning BY COLLEEN CORKERY Bueller ... Bueller ... anyone? Bueller? The bland, monotone, mind-numbing, lecture-droning professor in the movie "Ferris Bueller's Day Off' is a perfect example of the teaching style that is not working in today's classrooms. Professors, like students, learn and teach in different ways, however, some are more effective than others. Matching teaching style with learning style might improve a student's overall college experience and a professor's contentment, or if all else fails, their evaluation scores. The University of Utah prides itself on its bright, intellectually chal- ~~ ~ lenging faculty. A student may only voice his or her opinion about a professor in their final evaluation. By this time, it is generally too late to change or improve a student's learning experience. Another problem is that serious thought may be put into an evaluation sheet just for it to be seen only by the shredding machine, and the learning process for both that professor and his ~~~ ~~~ ~~ or her student and future students ends there. In a recent poll, some students were given the chance to determine who their favorite professors were thus far in their college careers. Based on the classroom experiences, they found the most conducive to learning and the teaching styles they enjoyed from that particular professor. These likeable professors shared their teaching styles, inside knowledge of how to keep students interested, and thoughts of where future teaching styles are heading. The majority of these top professors all agree that active learning is a vital component of getting through to students. "A child is a candle to light, not a cup to fill. Childhood is a journey, not a race. Tell me and I'll forget, show me and I may not remember, involve me and I'll understand. All children are gifted; some just open their packages sooner than others." Heidi Baker is an early childhood educator and instructor for the Department of Family and Consumer Studies. Her primary motivation for her interactive, hands-on, community-involved lecture style is to "provide students with appropriate practices and strategies that facilitate the physical, social, emotional, and mental development of young children. Children's experiences during early childhood not only influence their later functioning in the school setting, but can have effects throughout life. Therefore, those college students who choose to teach have the opportunity to make a difference in the lives of children." Baker incorporates role playing, hypothetical scenarios and resolution activities into the ' ~~ ~ classroom. A 'tentative' agenda is also posted during class for organizational purposes. Baker also uses a quote in her classroom to express her philosophy about how people and children learn. "A child is a candle to light, not a cup to fill. Childhood is a journey, not a race. Tell me and I'll forget, show me and I may not remember, involve me and I'll understand. All children are gifted; some just open their packages sooner than others." Theresa Martinez, associate dean and associate professor in the sociology department incorporates discussions, invited panels, videos/DVDs and music clips into her lectures, but she especially gears her teaching style toward story telling. Martinez said, "I know many colleagues who would never think of telling students about their personal histories. I have a pretty unique history, as a Mexican American woman from a family of 12 who lived in poverty. I find that this story is useful in opening up students' minds to issues of race, class, gender, etc., and also helps them feel comfort- |
