Do you underestimate your students?

To establish a bridge of meaning between old and new knowledge and speed up future perceptual learning, it is necessary to call attention to distinctive features and higher order relations. The prerequisite is identification of existing skills and knowledge and selection of content which will ensure that principles, concepts, and generalizations are taught so transfer of learning will be increased. The clarity with which the instructor presents what is expected will strengthen the relevance of the cues used to arouse a present response that is determined by past learning. The substance of a course is derived by identifying the gap between the student's knowledge base and what the instructor wants her to learn. By providing an opportunity for the student to develop skills early in the program, one can eliminate misconceptions and develop increased discrimination. It also decreases apprehension that previously had been a basis for anxiety, reduces redundancy in content and allows more time for new content; whereas, more time is available for clinical experience as less time is needed in a practice lab. Students are better prepared for the future because they were encouraged to think and react with flexibility, creativity, and spontaneity. To be successful, the idea of relating new concepts to a known body of knowledge for transfer must be positively accepted by the instructor. If the instructor's attitude is negative, the student will react negatively. BE POSITIVE.