I usually find out what the off-task student interests the most and use this to get him/her back on track. If someone draws pictures in the notebook, I may ask that he designs a class mascott or logo at home and I give him specific items during my lecture which have to be in his drawing...
Nannette,
I like group work. It is engaging, almost requiring all to participate, and it's a version of instruction that is sort of fun. Of course, most students like it because they get to participate and the assignments usually doesn't seem like real school work. Occasionally, I have to watch for students getting a little too social, so I circulate among the groups to assure students stay on task.
Barry Westling
When my students appear to be off task I will introduce group work. I pick the groups so I can mix the more advanced with those have trouble grasping the content.
Velma,
These are good examples. Basically, I find if students feel there is something of benefit in the lesson for them, they'll be more apt to pay attention. And one area nearly all students are always interested in is the profession their training for. To reengage, a story, situation, or past experience that was intersting or unusual usually captures the interest of the class. Once we have their attention, we can bring the lesson back to task.
Barry Westling
Velma,
I like this. I agree that small group work stimulates many senses and requires students to employ multiple actions to effectively participate.
Barry Westling
Hi Laura & Dr. Westling,
Small group work I have found really works for the students. It also brings out those shy students who does not often share in the larger group, but the point of staying on topic is so true. When students end discussion before other groups they begin to socialize and are now way off topic. Walking among the groups to hear the discussion generally put an end to it and I will ask a question to bring them back to the subject at hand.
Velma
Some of the ways to get students who are off task back on task are by providing additional activities that allow the students to learn the content in a different way, or by physically interacting with the concepts of the content.
An example of a case study may be a good way to get the class back on tract. This gives each student the opportunity to participate in the discussion, and try to resolve the issue or provide a rationale as to why the solutions offered in the case study were appropriate.
Games are also a fun way to get students involved in the class and back on task. The focus is now on activities that provides more stimulation, and less like learning, but is learning in disguise. I often use vocabulary words to play Wheel of Fortune with small token prizes won after correctly identifying the word or phrase. I use Small group activity where students are assigned to a different group so that they have to physically move to a different location then complete the activity.
In the past I have also had students use their bodies to create a picture of what is being discussed. They have created the structures of the kidney by creatively using their bodies. When they need to recall this information for the test, some students have informed me that they try to remember which student represented that particular structure or function and the information was easier to recall.
I have found then that the students often regain their focus and can move on with the lesson or their work.
Craig,
These change ups are great examples and to me, are perfect for breaking the heaviness without really having to do too much apart from you had planned.
Barry Westling
When it gets a liitle heavy or boring for a few students, or for more than a few students, I will change the direction of the presentation temporarily. If lecturing on skin, for example, asking the students to offer personal experiences or ideas on the subject matter will get most students back on task. Maybe tanning beds will be discussed, or different types of sunblock, or having suspect skin lesions removed, or mood disorders related to sunlight. After 5 to 10 minutes I will redirect the presentation to the preplanned lecture. We didn't really get off course, and sometimes these tangents are very valuable learning experiences in themselves.
Esperanza,
"The average adult attention span is 15 to 20 minutes" (Indiana University Teaching Handbook, 2010). You're right, breaking up the class period into segments with alternating deliecery methods, activities, and using a variety of resources will yield the best results for keeping students attention, engaged, and focused.
Barry Westling
I don't lecture for more than 15-20 minutes at a stretch; either summarizing what we have discussed so far or doing a Q & A are good ways to reinvigorate the class.
There is evidenced based research (pardon me for not citing references at this point) that a person's interest on any given topic starts waning after 15 minutes. An average adult's attention span, I believe, may be in the same time frame.
Hi Susan, I currently have a group of students who talk more than write/take notes. When I am done and ready to move on, I often hear "Wait! Im not done" This gets me a lil frustrated. It never occured to me to put a time limit on this. I can already visualize class running more smoothly for everyone. Thank you for the idea.
Mary,
I thing either small group discussion (culminating in whole claasss discussion) is one the better engaging tasks an instructor can do to refocus a class and get them back on task. One nugget, iff applicable, is to keep some reference to the real world of work the students are planning to work in, their career choice. People like to talk about their hopes and aspirations for better futures.
Barry Westling
Typically I don't have a problem with students being off task in class because I try to teach methodically and maintain structure, giving enough work to limit down time. If there is a problem though, I'll start small group discussions of a certain topic related to what we are learning and have students come up with questions to ask the other groups. Also I have done debates with one side being in favor of and the other side against a topic of interest. That seems to engage all students and it makes for some interesting conversations!
Thomas,
These sound like great instructional strategies. Off task can certainly apply the student comprehension of required coursework. Another type of off task is the distracted student (seemingly, distracted as they appear to not be paying attention). In this sense, ways to reengage may involve simple things like calling on students, asking to rephrase something, or even simpler, just standing next to a disengaged student, or taking a break. More stronger methods are sometimes needed, and these may include changing activities, such as moving to a lab mode.
Barry Westling
We do a sort of pretest with an assessment of learning styles and what is called "Generic Abilities" early on in the technical component of training physical therapist assistants which gives us a starting point to understanding learning styles and ways in which we may have to adapt delivery methods. We also do what we call "muddy and clear" by getting feedback when we start to see them going off task where they tell us what is "muddy" to them and what is "clear". Thirdly we have created a "culture of feedback" which includes student "focus groups" that are convened by our program director. The feedback we get from this, when it concerns classroom learning, helps us get a handle of what may be getting students off task so we can plan strategies to handle it.
Kelsey,
A break is a great reengagement activity. It sort of resets the mind (and body). Reengaging doesn't have to be a big deal. Just keep the material interesting and related to their field of study and students will stay focused. It's the "what's in it for me" principle.
Barry Westling
I switch tasks or get them up and focused on something else. I luckily have a 10 minute break every 50 minutes of instruction so it is easy to get them refocused after a short break.
Nancy,
This "change-up" activity (lecture to lab) is great and using breaks that funk that sometimes just creeps into some classes. Physical movement and using multiple sense helps retention of information and attention and focus of the students.
Barry Westling
I teach medical assistants. When I feel that they are not engaged, especially with PowerPoint, we take a break and complete a lab assignment. We have 2 hours of lab daily and two hours of lecture. Usually it is helpful to complete part of the lecture and then precede with the lab that goes along with it. I usually demonstrate the lab before doing the lecture so it seems to make more sense.
