I think that sometimes students do not see what we are teaching as necessary in order to live in the world. I can't tell you how many times a student says- why do I need to learn to do this i.e. counting change back after making a purchase. They do not see the need in learning this because there will be computers to do this. I have explained that this is relevant because they need to know how much change someone gives them to make sure it is the right amount- and computers are not always right. They need to take responsibility for their own learning and whether or not they see that it is relevant at this moment, they will need to draw upon those concepts learned later in life.
Have you ever tried to make diagramming sentences relevant? I cannot come up with a good reason to know how to diagram a sentence! I do think money is a good way to show relevancy when helping students become more responsible for their learning.
The only thing I can think of to justify diagramming sentences is to clarify parts of speech and the way it is used. I do know that our 5/6 LA instructor uses the Shirley Method and I love that- teaching through song and rhyme. I do know that parts of speech is tested heavily on the new ACT test- so it is used to get a good score to get into college.
I think it is funny how kids just think computers can do everything for us and are always right. I agree that it is important to teach them that they might not always have a computer around and it is not always right.
Students often ask me, “Why do I need to know this? When will I ever use it?” That’s what I see as the key to relevancy. Learning sines, cosines, and tangents in geometry is the first concept that came to my mind when I thought about relevancy. When I explained to a student how he could use this when making a ramp at the correct angle or make roof trusses for his dog house he said, “So…I really could use this at home!” The student did draw up plans for a dog house and used cosines and sines to make sure his roof angles were correct which is a transfer of learning. I’m just like my students, when I know the “why” of something and how it applies to my life (relevancy), I am more interested in mastering the skill. Some of my students can count coins and arrive at the correct amount, but they cannot count up to see that they are getting correct change. When I showed one of the young men how much I could cheat him if he didn’t pay attention, he became more interested in learning the skill.
I love this! I think, for us, it comes a little more easily to see the "why" (though, that is not always the case.) I will have to hang on to your idea for sines and cosines and either apply it to the dog house or a real house :) We are also trying to work on coins with a young man - he orders the same meal every time because he knows what change he is supposed to get back. We asked him what he would do if he couldn't get that, or had to go to a different restaurant. He just wasn't sure what to do! Understanding the "why" is HUGE for all learners, but even more so for our students.
Counting change is a great skill for students to learn! I liked how you showed him the "why" rather then just told him why. I bet that lesson will stick with him long after high school.
I think you are exactly right especially for older students they want to know why they are learning it and how it is going to help them in the real world. Like I always asked why we need algebra and how are we going to use it everyday life. LOL.
It is funny how we can be so similar to our students. We go to inservices, but can't sit still or keep from chatting with our neighbors. We hate doing extra work and we have no time to learn anything that isn't practical to our lives. Somehow, I get so wrapped up in teaching a set number of skills that I forget that teaching "why" is even more important than teaching "what." I enjoyed how precise and practical your answers were.
One of the big promotions since I have started teaching has been that of "rigor and relevance." The big idea is that we have to make what we are teaching seem important enough for students to pay attention to. For example, if you are covering "Romeo and Juliet," what does that story have anything to do with their lives or their future? By tying in personal stories or putting the story in modern day situations, it helps the students to see beyond the scope of the story. In math, students can focus on relevance by focusing on banking/paying bills. While they are learning algebraic concepts, they are learning how to apply them in real world situations. Some times what we do isn't as fun as converting a recipe and actually baking (understanding fractions), but it helps the kids to see that what they are learning goes beyond the classroom.
In an 8th grade math class Monday the teacher asked the students what they did over spring break and one student said his family reseeded their yard. Yesterday the teacher was introducing volume in 3D figures and she reviewed perimeter and area. She tied that in to the student who reseeded his yard over break. Knowing how big his yard is and how many square feet a bag of seed covers so he will know how many bags to seed to buy. Kids always say they won't use math until you give them examples of how they will!!!
Several years ago our 8th grade English and science teachers got together on a research project over inventors. The science teacher was responsible for the content and the English teacher was responsible for the conventions of the paper. It required timing and curriculum allignment for this to be successful and it was! This is like the example in the book with the 3 teachers working together on a robotics unit. I believe those students got alot out of that unit when teachers across the curriculum worked togther. The students were able to see the relevancy of the subject matter when multiple teachers worked on the same concept just more specific to their area!
Like everyone else I do believe that learning takes root when students can see a connection to it in their everyday lives. However some connections are not made until later on in life. We can tell the students how the concepts can apply to their life but not all concepts apply at the middle school level. For example teaching them to budget in math is not exactly relevant at this age but does become more important when they are out on their own. Also knowing how much paint to buy or figure out sales discounts. I am sure kids are exposed to those things but they are also operating under the guidence of their parents. In other words some concepts become applicable as we go through life, at various stages. There is a trust factor involved here that the students need to believe that it will apply later and everything is a growth process!
I like when teachers combine on an assignment like the one mentioned in the book. I also agree with you in that students need to see the relevance to real life, especially our students. They need to see that they are doing an assignment that will help them later in life not just for a grade.
Our high school has required at least two disciplines to work together in a unit each year. I agree this helps kids see how they might apply skills to other areas.
There are many times especially in Algebra I and II that students ask "when will I use this in life." Sometimes I have an answer and sometimes I actually have to tell them that I don't know. I think that students will work harder on concepts that they see they will need in the future in college or life after high school. I have to agree with them that many of the concepts in Algebra II have nothing to do with anything our students will be using in the future. I attempt to show them that everything we do in class has meaning and will be useful in life or we will later build on a certain concept to learn something bigger that will be used in life. The students that have math or English in the resource room get more life skills math that they can use, such as counting money, figuring perimeter etc., depending on their level. I attempt to teach them things that will assist them in getting a job or concepts that will help them do small projects at their house if they are able to live independently after high school.
I understand what you mean about content in Algebra I and II. It's hard to make the content seem relevant to real life, especially once they've gotten to high school. Most of my schools have a senior level class about financial awareness. It's not the most challenging class, but there is so much relevancy taught!
When relevancy is used in transfer so that learning becomes more relatable and easier to understand. It also carries more meaning with the students and is less likely to be something that they will forget if they can see the direct connection to their lives.
Currently in my study skills class we are filling out job applications and interviewing each other. Next week we will be filling out W-4, K-9 and I-9 forms to get into the practice. In the past I have done a unit called “ On My Own” this unit entailed things such as getting an apartment, buying/leasing a car, bill pay, food shopping, budget, etc. Basically I took everything that an adult does and taught it to the kids. You would be surprised how many did not know that an apartment does not come furnished!
If students don’t understand why something is important, they don’t use it or remember it. As I was looking at another idea online, they brought up the lessons that Mr. Miagi taught in the Karate Kid. Daniel didn’t realize how the the work he was relevant to him. He didn’t see the point; he thought he was doing back-breaking work to help an old man. When Mr. Miagi showed him how it was relevant to karate, then he could transfer that learning and apply it.
Many times, students want to know, “Why?” It can provide all the difference between a motivated, excited learner and a lackadaisical learner.
I like to tell students why. I like to show them that a concept applies to what they need to succeed as they go through school and life.
Teaching a student why a topic is relevant is very important. I often hear from people outside the school setting about things they learned but never use and my argument is always the same: You may not know you use it, but I'm betting that in some way you do. I had a kiddo last year who had 0 interest in reading or math. He always said he was going to be a truck driver and didn't need to know how to read or write. So I showed him a driver's manual and explained to him that you must pass a test in order to get a license and that truck drivers have to use math to keep logs of how many hours they have been on the road, how much weight they are pulling etc. He really got into it after realizing he really DID need to know those things.
I had a student say why do we need reading and math I am going to be a farmer. I said okay we need farmers but don't you think math is used in knowing how much grain you need to plant into the soil, how deep to plant the crop and how many gallons of water to use. I said reading you have to be able to understand labels of chemicals to put on crops and how this will affect the crop. Budgeting in order to make sure you have enough money to grow the crops and make money to support you or your family. There are many uses for math and reading in farming and what if farming does not make it and you have to go to another job to support your family? Math and reading is important everyday no matter what job or occupation you go through.
What role does relevancy play in transfer? How do you promote relevancy in the content you teach?
I think this is hard for young learners as most of them are eager and willing to learn. At Kindergarten level I have talked with students about knowing their letters and sounds and how this helps them to become strong readers. I had one student that I don't think bought into me saying this until he read a CVC word for the first time. I explained see why knowing your letters and letter sounds is important. Once he was able to see this and how it helped him to read a word, he took off in reading. It is the same way with math as children begin to understand what a number truly means not just knowing a number but knowing that numbers just like letters have many functions in life and how numbers are used in our world.
Cher- I really like the example you used of your student reading a CVC word for the 1st time. It cracked me up because there was a Kindergarten student in one of my districts who JUST HAD this same aha moment on Monday. It was so funny because you could literally see his whole facial expression and body language change when everything clicked, and the lightbulb went off. His teacher and I were just like, “YEEEEESSSSSSS!!!! He gets it!!!” :-D
This reminds me of the way we've discussed writing early childhood goals - Johnny will learn to use more words SO THAT he can tell his parents what he wants to eat (or what he is crying about). It helps keep the focus on why children really need to learn these skills, and parents can relate to the targets. We are more eager to learn things when we see how we will use them right away or for something we've planned in the future. Finding the relevance for students is easier when you take the time to get to know your students interests and you can relate new information to things they already know. This is an advantage we have in special education with smaller class sizes.
I agree I think when writing IEP goals for EC goals, they should include the so that statement so that even families see why this goal may be relevant. I think it puts into terms that parents are able to understand what we are looking for.
Sometimes it is very difficult for parents to understand that there is a purpose or a reason to many of the things we are doing when children are young. I have a student who did not walk until she was 7 or 8 years old. I know our motor staff repeatedly encouraged the parents to place her in a stander on a regular basis for weight bearing and to develop bone density. Parents found it to be a hassle and did not see any reason for it. Since learning to walk, she has broken leg bones, simply because they lack the structural density to support her weight.
Jan, isn't it amazing that some parents cannot see the relevance of a skill, such as their child learning to walk on their own or to be potty trained, because it takes so much time up front. However, the alternative is a child in the future with broken legs or for whom our staff at the high school level are changing diapers. It may be more difficult to see the usefulness of algebra or Shakespeare, but the acquisition of basic life skills should be a "no-brainer."
Relevancy is important for all learners no matter what their age. Even as adult learners, we will completely tune out professional development if we do not find it relevant. If we don't believe it is useful in our day to day jobs, we don't bother to listen or attempt to implement it.
It is much easier to make learning relevant when you know something about the interests and desires of your student. Some of the previous posts have provided excellent examples of how they have engaged students by tying the lesson to something they are interested in.
We all learn more quickly and retain information longer when the information is connected to what we know and when the information learned is useful. In other words, we learn best and remember longest when information learned is relevant. Relevancy can be enhanced when teachers make a conscious effort to know their students and to tie information to their students' lives. Creating situations where students need to use the information to be successful in hands on tasks might be a way of enhancing relevancy. I tend to struggle more than some in the area of technology, but when iPads became the means through which paperwork was transferred to HPEC, I learned to use them not only because they were relevant, but because I was given opportunity for repeated practice.
The more relevant and individually meaningful something is to someone, the more likely he/she will be able to understand the given information and then apply it in other novel situations. The first example that comes to my mind when I’ve observed teachers promoting relevancy is that they use everyday situations their students have been (or could likely be) involved in as the examples they’re using to teach from. Our FACS teacher does a good job with this (It doesn’t hurt that the material lends itself to seeming more relevant too). For instance, when they were working with budgets, it happened to be around prom, so they used that real-life scenario to calculate their own expenses, how they were going to pay for everything, if they needed to rethink any of their previous plans, etc.
What role does relevancy play in transfer? Relevancy plays a huge role in transfer because we retain information for long term only if it is relevant to us. If we think we might need the information long term we will remember it, otherwise it our brain chooses to toss the information out.
How do you promote relevancy in the content you teach? I promote relevancy to the content I teach by having a discussion about why it is important to learn what we are learning. I will try to related to each kid and what they might be interested in.
Relevancy plays a critical role in transfer because the more we can relate to what we are learning, the more we understand and comprehend the material. For our SpEd students, relevancy is even more important because it needs to make sense in their world. As a teacher, that is part of our job to make it relevant so that they can understand. In my teaching, relevancy is promoted by providing real life examples and including teachable moments whenever possible.
Relevancy is the idea that something has meaning to or pertinence to one's life. This idea is a driving force in any form of education and a major condition for transfer to take place. As the text states, "Learning becomes more meaningful when learners see what they're learning as being meaningful to their own lives." Whether the transfer is taking place in school, college, workplace or any other environment, learners work harder to make connections when they feel that those connections have a greater purpose. As information is transferred from surface to deeper learning, an individual strives to rightly understand the implications of their knowledge. This is an arduous task and unless there is a real sense of relevancy, it becomes easy for students to burn out, give up, or divert their attention. For this reason, it is important for the teacher to help students understand ways in which their knowledge will serve them on a practical level.
In my math classroom, I have been blessed (if you would call it that) with students that constantly quiz me on the relevancy of what I am teaching. I know that every new skill I teach them will be put through great scrutiny. I often find myself wishing my students would put as much effort into completing tasks as they do questioning the importance of fractions, integers, algebra, etc. This being said, it has helped me realize that no lesson is properly prepared if you cannot answer a student's question, "So what?" I try to discern student interests and relate math skills to them. I also like to try to get ahead of them by asking them ways they might use a certain skill. Oftentimes, they are more willing to brainstorm uses than they are willing to take my ideas. Many curriculums are set up to give real world questions and examples as well.
What role does relevancy play in transfer? How do you promote relevancy in the content you teach? When content pertains to student's lives outside of the classroom it is relevant to them. For example geometry is relevant to students because of its many uses in everyday life. Students are able to take the skills that are relevant and transfer them because they are practiced in more places than just the classroom. I think it is important to show students how to use the skills they are learning in different real world situations. This can be accomplished by working on life skills that involve academic skills such as cooking, carpentry, CBI curriculum, or simply being able to explain situation in which the information they are leaning will be used.
I think that sometimes students do not see what we are teaching as necessary in order to live in the world. I can't tell you how many times a student says- why do I need to learn to do this i.e. counting change back after making a purchase. They do not see the need in learning this because there will be computers to do this. I have explained that this is relevant because they need to know how much change someone gives them to make sure it is the right amount- and computers are not always right. They need to take responsibility for their own learning and whether or not they see that it is relevant at this moment, they will need to draw upon those concepts learned later in life.
ReplyDeleteHave you ever tried to make diagramming sentences relevant? I cannot come up with a good reason to know how to diagram a sentence! I do think money is a good way to show relevancy when helping students become more responsible for their learning.
DeleteThe only thing I can think of to justify diagramming sentences is to clarify parts of speech and the way it is used. I do know that our 5/6 LA instructor uses the Shirley Method and I love that- teaching through song and rhyme. I do know that parts of speech is tested heavily on the new ACT test- so it is used to get a good score to get into college.
DeleteI think it is funny how kids just think computers can do everything for us and are always right. I agree that it is important to teach them that they might not always have a computer around and it is not always right.
DeleteStudents often ask me, “Why do I need to know this? When will I ever use it?” That’s what I see as the key to relevancy. Learning sines, cosines, and tangents in geometry is the first concept that came to my mind when I thought about relevancy. When I explained to a student how he could use this when making a ramp at the correct angle or make roof trusses for his dog house he said, “So…I really could use this at home!” The student did draw up plans for a dog house and used cosines and sines to make sure his roof angles were correct which is a transfer of learning.
ReplyDeleteI’m just like my students, when I know the “why” of something and how it applies to my life (relevancy), I am more interested in mastering the skill. Some of my students can count coins and arrive at the correct amount, but they cannot count up to see that they are getting correct change. When I showed one of the young men how much I could cheat him if he didn’t pay attention, he became more interested in learning the skill.
I love this! I think, for us, it comes a little more easily to see the "why" (though, that is not always the case.) I will have to hang on to your idea for sines and cosines and either apply it to the dog house or a real house :) We are also trying to work on coins with a young man - he orders the same meal every time because he knows what change he is supposed to get back. We asked him what he would do if he couldn't get that, or had to go to a different restaurant. He just wasn't sure what to do! Understanding the "why" is HUGE for all learners, but even more so for our students.
DeleteCounting change is a great skill for students to learn! I liked how you showed him the "why" rather then just told him why. I bet that lesson will stick with him long after high school.
DeleteI think you are exactly right especially for older students they want to know why they are learning it and how it is going to help them in the real world. Like I always asked why we need algebra and how are we going to use it everyday life. LOL.
DeleteIt is funny how we can be so similar to our students. We go to inservices, but can't sit still or keep from chatting with our neighbors. We hate doing extra work and we have no time to learn anything that isn't practical to our lives. Somehow, I get so wrapped up in teaching a set number of skills that I forget that teaching "why" is even more important than teaching "what." I enjoyed how precise and practical your answers were.
DeleteOne of the big promotions since I have started teaching has been that of "rigor and relevance." The big idea is that we have to make what we are teaching seem important enough for students to pay attention to. For example, if you are covering "Romeo and Juliet," what does that story have anything to do with their lives or their future? By tying in personal stories or putting the story in modern day situations, it helps the students to see beyond the scope of the story. In math, students can focus on relevance by focusing on banking/paying bills. While they are learning algebraic concepts, they are learning how to apply them in real world situations. Some times what we do isn't as fun as converting a recipe and actually baking (understanding fractions), but it helps the kids to see that what they are learning goes beyond the classroom.
ReplyDeleteIn an 8th grade math class Monday the teacher asked the students what they did over spring break and one student said his family reseeded their yard. Yesterday the teacher was introducing volume in 3D figures and she reviewed perimeter and area. She tied that in to the student who reseeded his yard over break. Knowing how big his yard is and how many square feet a bag of seed covers so he will know how many bags to seed to buy. Kids always say they won't use math until you give them examples of how they will!!!
DeleteSeveral years ago our 8th grade English and science teachers got together on a research project over inventors. The science teacher was responsible for the content and the English teacher was responsible for the conventions of the paper. It required timing and curriculum allignment for this to be successful and it was! This is like the example in the book with the 3 teachers working together on a robotics unit. I believe those students got alot out of that unit when teachers across the curriculum worked togther. The students were able to see the relevancy of the subject matter when multiple teachers worked on the same concept just more specific to their area!
ReplyDeleteLike everyone else I do believe that learning takes root when students can see a connection to it in their everyday lives. However some connections are not made until later on in life. We can tell the students how the concepts can apply to their life but not all concepts apply at the middle school level. For example teaching them to budget in math is not exactly relevant at this age but does become more important when they are out on their own. Also knowing how much paint to buy or figure out sales discounts. I am sure kids are exposed to those things but they are also operating under the guidence of their parents. In other words some concepts become applicable as we go through life, at various stages. There is a trust factor involved here that the students need to believe that it will apply later and everything is a growth process!
I like when teachers combine on an assignment like the one mentioned in the book. I also agree with you in that students need to see the relevance to real life, especially our students. They need to see that they are doing an assignment that will help them later in life not just for a grade.
DeleteOur high school has required at least two disciplines to work together in a unit each year. I agree this helps kids see how they might apply skills to other areas.
DeleteThere are many times especially in Algebra I and II that students ask "when will I use this in life." Sometimes I have an answer and sometimes I actually have to tell them that I don't know. I think that students will work harder on concepts that they see they will need in the future in college or life after high school. I have to agree with them that many of the concepts in Algebra II have nothing to do with anything our students will be using in the future. I attempt to show them that everything we do in class has meaning and will be useful in life or we will later build on a certain concept to learn something bigger that will be used in life. The students that have math or English in the resource room get more life skills math that they can use, such as counting money, figuring perimeter etc., depending on their level. I attempt to teach them things that will assist them in getting a job or concepts that will help them do small projects at their house if they are able to live independently after high school.
ReplyDeleteI understand what you mean about content in Algebra I and II. It's hard to make the content seem relevant to real life, especially once they've gotten to high school. Most of my schools have a senior level class about financial awareness. It's not the most challenging class, but there is so much relevancy taught!
DeleteWhen relevancy is used in transfer so that learning becomes more relatable and easier to understand. It also carries more meaning with the students and is less likely to be something that they will forget if they can see the direct connection to their lives.
ReplyDeleteCurrently in my study skills class we are filling out job applications and interviewing each other. Next week we will be filling out W-4, K-9 and I-9 forms to get into the practice. In the past I have done a unit called “ On My Own” this unit entailed things such as getting an apartment, buying/leasing a car, bill pay, food shopping, budget, etc. Basically I took everything that an adult does and taught it to the kids. You would be surprised how many did not know that an apartment does not come furnished!
If students don’t understand why something is important, they don’t use it or remember it. As I was looking at another idea online, they brought up the lessons that Mr. Miagi taught in the Karate Kid. Daniel didn’t realize how the the work he was relevant to him. He didn’t see the point; he thought he was doing back-breaking work to help an old man. When Mr. Miagi showed him how it was relevant to karate, then he could transfer that learning and apply it.
ReplyDeleteMany times, students want to know, “Why?” It can provide all the difference between a motivated, excited learner and a lackadaisical learner.
I like to tell students why. I like to show them that a concept applies to what they need to succeed as they go through school and life.
Oh, Mr. Miagi.... Why can't we all be Mr. Miagi's? I love his thinking.
DeleteTeaching a student why a topic is relevant is very important. I often hear from people outside the school setting about things they learned but never use and my argument is always the same: You may not know you use it, but I'm betting that in some way you do.
ReplyDeleteI had a kiddo last year who had 0 interest in reading or math. He always said he was going to be a truck driver and didn't need to know how to read or write. So I showed him a driver's manual and explained to him that you must pass a test in order to get a license and that truck drivers have to use math to keep logs of how many hours they have been on the road, how much weight they are pulling etc. He really got into it after realizing he really DID need to know those things.
I had a student say why do we need reading and math I am going to be a farmer. I said okay we need farmers but don't you think math is used in knowing how much grain you need to plant into the soil, how deep to plant the crop and how many gallons of water to use. I said reading you have to be able to understand labels of chemicals to put on crops and how this will affect the crop. Budgeting in order to make sure you have enough money to grow the crops and make money to support you or your family. There are many uses for math and reading in farming and what if farming does not make it and you have to go to another job to support your family? Math and reading is important everyday no matter what job or occupation you go through.
DeleteWhat role does relevancy play in transfer? How do you promote relevancy in the content you teach?
ReplyDeleteI think this is hard for young learners as most of them are eager and willing to learn. At Kindergarten level I have talked with students about knowing their letters and sounds and how this helps them to become strong readers. I had one student that I don't think bought into me saying this until he read a CVC word for the first time. I explained see why knowing your letters and letter sounds is important. Once he was able to see this and how it helped him to read a word, he took off in reading. It is the same way with math as children begin to understand what a number truly means not just knowing a number but knowing that numbers just like letters have many functions in life and how numbers are used in our world.
Cher-
DeleteI really like the example you used of your student reading a CVC word for the 1st time. It cracked me up because there was a Kindergarten student in one of my districts who JUST HAD this same aha moment on Monday. It was so funny because you could literally see his whole facial expression and body language change when everything clicked, and the lightbulb went off. His teacher and I were just like, “YEEEEESSSSSSS!!!! He gets it!!!” :-D
Great example Cher!! I love that you are able to do that with our young students. What a fun experience for you! :)
DeleteThis reminds me of the way we've discussed writing early childhood goals - Johnny will learn to use more words SO THAT he can tell his parents what he wants to eat (or what he is crying about). It helps keep the focus on why children really need to learn these skills, and parents can relate to the targets. We are more eager to learn things when we see how we will use them right away or for something we've planned in the future. Finding the relevance for students is easier when you take the time to get to know your students interests and you can relate new information to things they already know. This is an advantage we have in special education with smaller class sizes.
ReplyDeleteI agree I think when writing IEP goals for EC goals, they should include the so that statement so that even families see why this goal may be relevant. I think it puts into terms that parents are able to understand what we are looking for.
DeleteSometimes it is very difficult for parents to understand that there is a purpose or a reason to many of the things we are doing when children are young. I have a student who did not walk until she was 7 or 8 years old. I know our motor staff repeatedly encouraged the parents to place her in a stander on a regular basis for weight bearing and to develop bone density. Parents found it to be a hassle and did not see any reason for it. Since learning to walk, she has broken leg bones, simply because they lack the structural density to support her weight.
DeleteJan, isn't it amazing that some parents cannot see the relevance of a skill, such as their child learning to walk on their own or to be potty trained, because it takes so much time up front. However, the alternative is a child in the future with broken legs or for whom our staff at the high school level are changing diapers. It may be more difficult to see the usefulness of algebra or Shakespeare, but the acquisition of basic life skills should be a "no-brainer."
DeleteRelevancy is important for all learners no matter what their age. Even as adult learners, we will completely tune out professional development if we do not find it relevant. If we don't believe it is useful in our day to day jobs, we don't bother to listen or attempt to implement it.
ReplyDeleteIt is much easier to make learning relevant when you know something about the interests and desires of your student. Some of the previous posts have provided excellent examples of how they have engaged students by tying the lesson to something they are interested in.
We all learn more quickly and retain information longer when the information is connected to what we know and when the information learned is useful. In other words, we learn best and remember longest when information learned is relevant. Relevancy can be enhanced when teachers make a conscious effort to know their students and to tie information to their students' lives. Creating situations where students need to use the information to be successful in hands on tasks might be a way of enhancing relevancy. I tend to struggle more than some in the area of technology, but when iPads became the means through which paperwork was transferred to HPEC, I learned to use them not only because they were relevant, but because I was given opportunity for repeated practice.
ReplyDeleteThe more relevant and individually meaningful something is to someone, the more likely he/she will be able to understand the given information and then apply it in other novel situations. The first example that comes to my mind when I’ve observed teachers promoting relevancy is that they use everyday situations their students have been (or could likely be) involved in as the examples they’re using to teach from. Our FACS teacher does a good job with this (It doesn’t hurt that the material lends itself to seeming more relevant too). For instance, when they were working with budgets, it happened to be around prom, so they used that real-life scenario to calculate their own expenses, how they were going to pay for everything, if they needed to rethink any of their previous plans, etc.
ReplyDeleteWhat role does relevancy play in transfer? Relevancy plays a huge role in transfer because we retain information for long term only if it is relevant to us. If we think we might need the information long term we will remember it, otherwise it our brain chooses to toss the information out.
ReplyDeleteHow do you promote relevancy in the content you teach? I promote relevancy to the content I teach by having a discussion about why it is important to learn what we are learning. I will try to related to each kid and what they might be interested in.
Relevancy plays a critical role in transfer because the more we can relate to what we are learning, the more we understand and comprehend the material. For our SpEd students, relevancy is even more important because it needs to make sense in their world. As a teacher, that is part of our job to make it relevant so that they can understand. In my teaching, relevancy is promoted by providing real life examples and including teachable moments whenever possible.
ReplyDeleteI think it's great that you use real world situations in your teaching.
DeleteRelevancy is the idea that something has meaning to or pertinence to one's life. This idea is a driving force in any form of education and a major condition for transfer to take place. As the text states, "Learning becomes more meaningful when learners see what they're learning as being meaningful to their own lives." Whether the transfer is taking place in school, college, workplace or any other environment, learners work harder to make connections when they feel that those connections have a greater purpose. As information is transferred from surface to deeper learning, an individual strives to rightly understand the implications of their knowledge. This is an arduous task and unless there is a real sense of relevancy, it becomes easy for students to burn out, give up, or divert their attention. For this reason, it is important for the teacher to help students understand ways in which their knowledge will serve them on a practical level.
ReplyDeleteIn my math classroom, I have been blessed (if you would call it that) with students that constantly quiz me on the relevancy of what I am teaching. I know that every new skill I teach them will be put through great scrutiny. I often find myself wishing my students would put as much effort into completing tasks as they do questioning the importance of fractions, integers, algebra, etc. This being said, it has helped me realize that no lesson is properly prepared if you cannot answer a student's question, "So what?" I try to discern student interests and relate math skills to them. I also like to try to get ahead of them by asking them ways they might use a certain skill. Oftentimes, they are more willing to brainstorm uses than they are willing to take my ideas. Many curriculums are set up to give real world questions and examples as well.
What role does relevancy play in transfer? How do you promote relevancy in the content you teach?
ReplyDeleteWhen content pertains to student's lives outside of the classroom it is relevant to them. For example geometry is relevant to students because of its many uses in everyday life. Students are able to take the skills that are relevant and transfer them because they are practiced in more places than just the classroom. I think it is important to show students how to use the skills they are learning in different real world situations. This can be accomplished by working on life skills that involve academic skills such as cooking, carpentry, CBI curriculum, or simply being able to explain situation in which the information they are leaning will be used.