Having taught the same subject area in a variety of different teaching environments for many years, I have a great deal of didactic material that I have developed over the years. With each class, I fine-tune the materials, always seeing ways to improve. Therefore, if something isn't working with a class, I can easily pull something out of a hat. I might walk in with a plan, but see those blank looks on their faces and know that they are lost.
Many times, instead of just trying to explain something in a different way, I try to get them working together to help one another through Collaborative Language Learning (I teach ESOL). First I try pairing strong and weak students together or I have a group project where they must work as a team to accomplish a task. Usually through this practical hands-on method, where they must use the skills I am trying to teach, mastery is achieved with the stronger students. The weaker students are well on their way to understanding the point and only need homework to reinforce it so they can go on to the next step in the hierarchical skill.
While they are working in pairs/groups, I go to each table and assist with any problems. Collaborative Language Learning helps me to almost personally reach each student with a problem, because I have less students to teach when I am teaching a group. The trick is facilitating the learning process of each group until everyone at least understands the skill.
Paul:
Good suggestion. It's sort of like bringing out your emergency supplies at home once in while to make sure everything is still working. Maybe it's time to begin using that teaching strategy that's been in waiting and integrate it into the regular curriculum.
Regards, Barry
Alternatives. Try to have as many as you can without going overboard. When one way isn't working you have other options. When something works in one class, write it down to use in another when needed.
The way that I develop lesson plans is I create different assignments that use different learning styles to teach each part of the lesson. For each topic, I have multiple activities that can work. Depending on the class that I have, and the type of reaction I get from the students, I can switch to another activity that may be more effective.
We are all dependent on technology to deliver our courses now, but there can be technical difficulities. In the event that does happen and has happened to me many times, I have worksheets and case studies that pertain to that chapter. This way the content can still be delivered, just in an alterative fashion and not just view upon as "busy work" from the students.
Very good idea i will try to use this
Hi Judy:
I think you nailed some of the pitfalls that an instructor can experience. We get so used to what we think will be available, we get sidlined but unexpected events,. Maybe we need even a plan "C" or "D".
Regards, Barry
Hi Cynthia:
Great resource for back up! Of course, if your computer, LCD projector, or power is out, searching the web is out. Where possible, we don't want just time fillers but material aligned with your current topic. Sounds like you've got that down. Great!
Regards, Barry
Hi Manuel:
Time sequencing is really an art and takes time for instructors to acquire great skill in estimating how long an activity will last. What you've descibed is good because it allows for adjustments during the day as needed.
Regards, Barry
Lesson plans are my way out. I always have more material than I need and I use success scales for life experiences for the students. These are fun activities. I point out to them that we all react to our environment and can never be 100% certain of what will happen next, for example, the AV equipment may fail, there can be a fire drill or any other emergency and we will have to resort to plan B. This allows them to realize that something can happen and they can be reassured that we are prepared for it.
I have had great success searching the web for last minute group activities. When I think that I will not have enough information to take up the entire class time, I will make sure I have a group activity or movie on hand that supplements the information that we are covering.
I always make sure I have three or four activities that vary in time and delivery for most material. This way, I could select the appropritate assigment depending on the mood and experiences of the class
Hi Barry:
Great use of electronic media available to faculty in many locations these days! This sentiment conveys flexibility, opportunity, and conveys you care about the student's success.
Regards, Barry
Because of the nature of both my interest and my strong belief in online learing, I always ask myself, "How would I teach this [live] course online?" This often gives me a different method of teaching an existing lesson. This comes in esspecially handy when faced with students who have been absent from the lesson and gives me a way to address their situation, excused or not excused. I simply use the online method as a take-home exersise allowing the students to keep up with their classwork in spite of absenses.
Hi Brian:
Sounds like you've got a good mix and utilizing mutiple senses. Variety is a good teacher assistant at times. He helps bring a more complete and interesting aspect to most classes.
Regards, Barry
Hi Anthony:
I'll say that there is some benefit in giving students a hand in selecting where they feel help or study is needed. I think without too much direction, many students would choose to waste time or use their time on less productive material. Of course, if you're circulating about and can monitor their activities, then that probably gives a bit more structure.
The majority of my students are visual learners, and the content we cover is in a relatively short time period. Therefore, I emphasize visual aids such as power point, and problem solving collectively by having each student complete the previous days homework assignments in front of the class on the board. This allows for immediate feed back from their cohorts. Moreover, at least once a week I have the students take the tactile approach by problem solving case studies that are applicable to our field of study. I find that by employing these approaches the students are much more engaged, and often times look forward to the class.
On days when there is not enough to do I will let students learn what they feel they are lacking in that course or prehaps in other courses, if I can help them. When there is to much to do I try to break it up in smaller parts so I do not lose there attention or take out some parts out and put them together with the days that have less, if it is relevalnt to that days teaching and then change it for the next time, if it works out.
for the class that i teach i have made many leason plans ,changing things around to fit the order better. so if some thing go wrong such as power i have a bag of tricks so to seak of
Hi Lawrence:
Adapting to changes really does keep a leeon or course interesting and up to date. In your case, it appears it is essential. Willingness to make those needed changes will make the difference between a mediorcre and exceptional class.
Regards, Barry
