I agree, small groups and games are great back-up options for the straight lecture.
I break up students into small groups and have them play simple games which includes the class subject, this reinforces the learning concept.
I also like to use games. I have had to fall back on using review games for many reasons. I noticed that games like "jeopardy" gets the class excited and motivated, I will rely on that if the subject we are covering is a little on the boring side.
I find that just being organized and prepared with a back up plan shows them that you're not only prepared but flexable. Always prepared for anythings.
I always plan out at least two different plans of delivery because not every one gets it the first time
I like to change what the class is doing about every 15 to 20 minutes. This seems to work well to keep them from losing interest. We may talk about what to look for when we are researching and why, and then critique some research sites and decide why it is a good source or why it isn't.
Hi Terrell:
One thing to consider is to use back up activities regardless, just as a way to change up the energy of the learning atmosphere.
Regards, Barry
Hi Reginald:
The concept of "equipment bags" is a fun one! This idea might be applied to other courses that uses different items throughout the course, but not every day.
Regards, Barry
I always review the addiional material at the end of the assigned chapter. There is often a great ethics dilemma or approriate case study. This kind of material can be used to refocus the students before I return to the lecture material
During my last class, I found webinars and videos on www.youtube.com regarding the day's topic or chapter. Using the internet was a wonderful backup plan for me and my class.
Hi James:
In some ways, no class is ever going to be the same in terms of delivery, resources, emphasis, or time spent on a topic, even though the exact content is being taught every session.
This where the value of having pre-created back-up plans can be a real assistance to students. We have to assume students learn differently and at different paces. So being able to pull something from the treasury of instructional strategies to assist a student is needed.
Better teachers prepare a whole bunch more than they ever have time for. Some of this can turned into back-up plans. Also, exercises, thought questions, or student-led explanations can be great methods to use as a back-up when there's just a few minutesleft in class.
Regards, Barry
Hi Kelly:
I think a good back up plans prepares for the worst, like when nothing is going as planned. It also can provide an alternative way of expressing a lesson. Also, some back up plans can be used by substitute instructors, or when there is not enough time remaining to start a new topic but extending the lesson with supplemental information from the back up plan.
Teachers can always add to the content of these plans as well.
Regards, Barry
I have additional handouts and activity sheets the students can work on if we complete the lesson and have finished the discussion. This way they can put what they just learned into action. If they have more questions that they didn't think about while they are doing the work sheet it gives them an opportunity to have their questions answered. It is hard to ask questions when you don't know what you don't know.
This is a really good idea. I am afraid I have been guilty of trying to force the students to learn from the prepared material rather than having other options prepared and available to me. I am going to put more effort into accomplishing alternative plans.
I teach 4-hour courses, so if a particular approach is getting terrible feedback (eye-rolling, falling asleep, talking, sneaking out their phones, etc), then I will dismiss the class for a short break before coming back with my Plan B.
Sometimes all they need is the break, but it is nice to dismiss like this because it is like pushing the Reset button on a game. You always do better the second time around.
Thankfully, I rarely have to do this, but it is always good practice to be prepared!
I have learned as an instructor that having instructional backup plans is essential. In the clinical setting, patient census may be down and the instructor needs viable backup plans for learning opportunities that will enable students to meet clinical objectives. Backup plans in the clinical setting can include: off unit rotations (arranged in advance with key clinical contact persons, unit supervisors), having two studentrs team up together to care for a complex patient, if appropriate to the course objectives have one or more students shadow the charge nurse, infection control nurse, or wound care nurse.
I am an IT Instructor with many years of practical experience in the field. I can talk/deliver a lecture on a fly about all topic related to any class I teach. If all computers in my class go down at the same time :) and my student cannot do their hands-on part (which is always is my main focus in classes), I will still be able to continue to teach..., just without the hands-on part...(:
So, I am the one who does not need special effort to prepare any backup plan.
I usually will have an exercise/game on hand in the case that I may need to be away from my class unexpectedly. It is usually very easy to administer whereas anyone to lead in to the class.
I used games,videos, real stories, case studies, and student demonstrations of learned material, and I get great results .
Hi Andrew:
One technique that may also work well is to have the instructor walk around while lecturing, bringing a closer physical proximity to the student.
This is not always a practical solution, and may not work for certain course work.
Regards, Barry
