I usually try to structure each class with various activities so the students will not get bored (hopefully). I usually start with a quiz, which is a way to review last weeks material. Then I lecture the current chapter. Then we do some sort of group activity, like chapter questions or case study, that reviews the chapter we just went over while also letting the students talk with each other and work together. Then sometimes I show an educational video that reiterates the class content.
Donald,
Your students will appreciate your desire for more variety. It's pretty well known that more variety adds to information retention, and also just makes classes more interesting and enjoyable.
Barry Westling
I'm teaching a course for the second time and am trying to interject more variety to each lesson.
Brian,
On course correction is a great strategy to assure all are on the same page and to facilitate best practices and resources in nearly any learning envirnonment. We have to be willing to subject ourselves to critical appraisal if meaningful change is a hoped for outcome.
Barry Westling
In our curriculum, we have very specific parameters for what does, and doesn't fit into our classes. In order to serve the ultimate aim of a working understanding of the technical aspects of recording and mixing while building strong critical-thinking skills, we assess each class individually as well as in the larger context of the program. Testing content for difficulty, practical application, and accessibility, helps us to shape our program effectively. We do surveys at each of the four quarters of our program, so there is almost always time to course-correct before the next set of students take that particular class. Instructors also discuss the materials to prevent blind spots where one teacher misses something that could be detrimental to how we teach the subject.
Mickey,
This sounds like a great plan. Students learn at different levels. Reviewing before moving ahead into new material is a method that is sure to improve student thinking, grasp of the material, and overall, better student outcomes.
Barry Westling
As this is my first time as an instructor, I started off the semester going through course content faster than I had originally planned. I have found that giving the class problems at the beginning of class to review what we went over the last time and spending more time on problems that I can see that the class is struggling with has helped me to get back on track.
John,
This is perfect, and the very point of using pretesting in the first place.
Barry Westling
I have learned that a pre-test and questionnaire lets me know what the expectations are of the students as well as their abilities they bring into the classroom. Then I can tailor the lessons to accommodate the students more readily.
Michael,
Sufficient suggests "just the right amount". Instructing essential course material is often unpredictable due to student questions, longer explanations, or even technical problems that result in delays. This course touched on back up plans, and that's a good way to help balance the needed material with the needed time.
Barry Westling
by prepairing enough material to cover two classes for each class taught so your sure to have enough to stay busy
Bill,
As far as repetition goes, I think that is extremely important for learners. It often takes multiple times hearing or seeing the same information over and over again before a student finally grasps the material. And if students know the material, it doesn't hurt to have it repeated to reinforce they know it.
Barry Westling
I feel that any material related to your course of study should be included in the outline or day to day schedule. Students need as much information as they can get now a days to assist them in surviving in the real world. There will be times when you may even reapeat some of the material, to me this is not a bad thing. The more you mention it the more they should realize how important it is.
Penny,
I suggest sticking to basics. We have a course description that provides an overview. Then, course objectives provide the specific outcomes to be met. Next are the daily objectives. At each step, resources and material required to meet the course requirements expand to elaboarte on how a given topic will be taught, strategies, activities, assignments, and of course assessments (quizzes and tests). Sufficient course content is dervived from a methodical analysis of what is needed for students to learn.
Barry Westling
The strategies of selecting sufficient course content is providing the more opportunities of learning.
John,
Keeping students engaged and involved is the goal and is sometimes difficult to sustain. I think one key is to create an internal interest in the student so that they will want to participate, on their own, without too much prodding by their learning facilitator. When students understand "why" they need to sharpen their skills, and can visualize the personal benefits they may obtain, that can create one type of internal motivaion that inspires them to be engaged, independent from the instructors always having to push to get participation.
Barry Westling
My classes are divided between presentation/participation and labs. The labs are often periods that require the students to attend on their "own" time if they want to use the provided hands-on lab equipment. As an alternative, the labs may be done virtually without using the lab equipment. Even though the hands-on labs are proctored, many students do not take advantage of using the lab equipment. These "extra" periods are required to address the course content that will sufficiently prepare the student for jobs. Because some students view these labs as extra periods -- "I am overworked and under paid," they decline to participate. Sufficient course material may be selected -- without properly "marketing" the material, it lacks the necessary impact.
Lynne,
Your rats tricks sounds interesting! Yes, creative instructors will find every available resource to use to help their student learn. That's what make learning fun and dynamic.
Barry Westling
I teach in a veterinary technician program. I have a lot of material to cover and in some courses it is hard to pare down. In one course, in particular, laboratory animal lab, it is hard to get enough material for the students. You can do only so many techniques on these small pocket pets. So, I try to develop activities so they students have to handle the animals more and get used to them. Teaching the rats tricks really excites the students. They can see immediate results.
Sarah,
For me, anything that serves the students learning needs is valuable, not filler. I think of filler as wasted time spent on needless activity that students do not benefit from. Everything you've listed is great fodder for learning.
Barry Westling
