I found that sometimes knowing the out come of the lesson gives you the advantage to improvise alternative ways to get the message across at the point a student is confused. Relating material to real life situation (RLS) is a good example. If I'm teaching people to create a Access database, I usually have them create it based on items they collect such as Music Albums or Movies DVD's, instead of sales items or a customer phone list. Ask them their favorite movie or song gets them to concentrate more.
Tonite I will be testing the comfortability factor of my class and their capability of their adapting to unforseen circumstances.
It just so happens that this evening the students have been doing their food production and learning of techniques in three groups of four. Since they are quite comfortable working with these students, I want to "stir up the pot",
so that the students will understand that in the real world employees in restaurants do become ill or have family issues to comfront, and other workers have to cover for them. Learning to deal with different co-workers in a moments notice will bring a sense of reality to the learning situation, and I too will be required to adjust my delivery of instruction to these newly formed production groups. At the end of class, I will need to access and certainly ask them to explain to me how they would they have approached their project any differently with their old group? How the new group made them feel and, did they accomplish their goals in this new co-worker group? Did they focus on their task at hand or were they concerned about how the new workers were judging their expertice in the field? Did I as an instructor need to focus on any new group and why? And was the final dishes for presentation more creative, beautiful and tastier than those presented by their older work groups, and why?
Bobby
Hi Jason:
These are great ideas. The last two seem like they would require some preparation in the event there is a last minute change up in the planned lesson material for the day. But, perhaps you have contacts that allow visitation to a site or guest speakers that can come on short notice. If that's the case, wonderful.
Regards, Barry
Some methods I use to develop backup plans include the use of handouts, field trips, and the introduction of guest speakers. I always keep a file of my extra handouts nearby in case my class has learned all of the day's information and there is still class time that needs to be filled up. I make sure that the hand outs are relevant to the course outline but also do not "add" additional testing information. I try to pick handouts that would only reinforce what has already been introduced. I find that the students are always receptive to this and it gives the class a sense of accomplishment knowing that they have completed the bare minimum requirements and then moved on to the next level. The second backup plan is the use of field trips. Taking the class on a field trip is an invaluable tool in getting the students exposed to the "real world" scenario and lets them see a hands on environment where what has been taught to them in the classroom is being applied in practical ways. Seeing the looks on their faces when they go to the meat factory for the first time and witness the grand scale of the butchery is priceless! The last backup plan which is the introduction of guest speakers is a great way to reinforce a topic or material being covered in class with someone who is in the industry practicing the same thing. It makes the information look more credible some times and I find that the students are often inspired more times than not. The next day when they come back to class they seem to be more interested in what it is that we are learning that day.
Hi Albert:
Great! Technology has certainly afforded many students and teachers an advantage that many times excelerates the learning process. It's happening with instructional delivery, text and instructor resources, assessments - really, every aspect of education continues to evolve. And we still have to plan for when those marvelous electronic resources are out of commission. That's where a good back -up plan can be a great safety net.
Regards, Barry
We have implemented low to no paper use in our classes. We use the text and portal for all of our delivery. When the portal is down we use the white board or the tradidional paper format.
This allows us to show student to show procedures in a flow chart style. This is a sort of short hand that can appeal to diferent learning styles. This is also more productive.
Hi Paul:
Great. It would seem that back up math problems would provide a never ending resource for times when the regular days topics are modified.
Regards, Barry
Most classes I teach are math based. I try to carry extra worksheets so that high achievers can stay challenged. They also provides extra practice for the other students during review time.
Hi Germain:
Good, easy to use examples. Thanks for sharing.
Regards, Barry
Hi Peter:
Good. You're using the available resources. A good teacher, with preparation can make the most from even limited resources.
Regards, Barry
My backup plan are class discussion review of the material on hand, open book discussion, questions and answer from student to student, review cooking practice in groups of four for open discussion, what have you learn today, what did you find difficult and why?.
As my course is a specialized curriculum,developed by a third party,we do not have many options-as far as the material itself is concerned.Most everything is delivered by PPT,however in the case of computer/equipment failure,we have backups in paper,so it would still be the same material,just in a different delivery style. We can add,to embellish,but not substitue or remove.This can help to try and get a point across,or to reinforce,as with study guides.
Hi Carol:
When students feel they have some control over their studies they're just going to do better. I'm convinced.
Regards, Barry
Carol:
I think if an instructor thinks about what the student learning outcomes (SLO's) are, there are many regular and backup methods to achieve them.
Regards, Barry
Hi Carol:
You are creative with your assignments. It's great when you can decide the focus and emphasis of the topic, and you are willing to let the student choose a topic now and again. That sense of autonomy goes a way to students feeling empowered and I think, ultimately, better students.
Regards, Barry
Hello,
Yes, the tangents can be very refreshing. Many times I've allowed students to take us in a different direction. Many students love it; some students never like to stray from the plan. As long as the tangents are educational, I sometimes allow them.
Hi Joseph,
I like your idea. What I've learned is that sometimes when I've seen the looks on my students' faces - looks that say, "Oh, another comma splice exercise!," I've thrown away the plan.
Those experiences when I've thrown away the "plan" have been some of the best experiences - somehow I've become "more real."
How can those experiences be duplicated? Should they?
Hello,
As an English instructor, I always keep extra grammar and punctutation worksheets on hand. Also, I have my students maintain a writing journal, so depending on the mood of the class, I'll assign a serious or lighthearted topic, or ask the class to choose their own topic. Finally, I keep plenty of articles on hand; reading and discussing the articles fills up time.
Hi Kenneth:
Good example of an educational version of round robin. Of course you get to interject, correct or clarify, and emphasize important points that students might miss. I do this too, and it's a good discussion generator.
Regards, Barry
I use "Popcorn" time and start off the session with the topic the class needs to discuss. Once a person states or shares something about the topic, another student is to continue and so on. This also allows me to find out the overall class knowledge on the subject. It is amazing how this stimulates their critical thinking skills. I also examine their delivery methods.
