Hi Suzanne:
Just to add to your list of possibilities, another thing these handouts might be good for are for those students that typically finish an activity before any of their classmates.
Regards, Barry
No student group is the same and you must be prepared to use a backup plan when the first fails. When my first plan starts to fall apart I usually shift to discovery learning by engaging the students with directed questions and answers. When teaching through an interpreter it is often difficult to determine if you need to revert to a backup plan because culturally the reactions of the students will vary from what you normally expect.
That is a really good idea, Herb. A plan C folder with current materials not only gets them going again but also reinforces relevance of what they are learning. I think I will adopt this as well. Thanks! Lyn
Hi all - Since I teach online, I often think about the saying... "Technology is great, when it works." How true that is!
I have learned to be flexible about technology glitches and do have backup plans.
For example, I have two computers, and if one should fail, then I can use the other. I also have two different internet connections, one via cable modem, and the other is a satellite connection. Cable is best, but if it goes down, then I can switch to satellite.
One example might help to illustrate this. I was using on online link for an assignment that students needed for their assignment. When the link failed, I heard from students immediately, as you can expect. I quickly came up with a second link to provide the type of information they needed to complete the assignment. I posted the announcement in my class and also emailed all of my students about it.
Although I teach Biology and not IT, I have certainly learned to be a trouble shooter for tech issues and am happy that our Univesity also provides a 24/7 tech support team to call if we have issues. Lyn
I have some standard activites that I will change depending on the course I'm teaching. Many times I feel like if a lecture proceeds quicker than I'm expecting, it's because the students aren't grasping a subject. When they have a good understanding of a topic, they ask more questions and start to think beyond the basics. Thus, if I need "time fillers" they are different ways of reinforcing the subjects that were covered in lecture. Some are breaking the students into groups, assigning them a topic to teach their fellow students. Or, I also use games like Jeopardy or Bingo as a review
I always have in mind a back up plan. As a learning tool for the students I have them to review certain materials for discussion. I also have handouts that the students can also read and understand as a backup just in case there is not enough time to discuss in detail. Both of these methods allows me to have some overflow to cover additional material if necessary.
I use additional case studies with group activities when the students are getting the material quicker than normal.
I am a fan of technology and PowerPoint. For each of my lectures I have a group assignment and a hard copy of the lecture. This way I can give a copy of the lecture to my students and and lecture from my copy if something should happen to the PowerPoint.
Hi Patrick:
One idea is to use any kind of pre-planned back up plan regardless as a way of changing the delivery method of that topic. By doing so we can kep the class interesting.
Regards, Barry
Hi Blanca:
Another consideration with back-up plans is to use them no matter what.
What a fun way to break up the class and change the energy for a little while!
Regards, Barry
Hi Michael:
Another idea is to use back up plans no matter what as a way of bringing variety to the classroom session.
Regards, Barry
Hi Sabrina:
Back-up plans are also a great tool to use regardless if you need them. If time allows, an alternate activity may be just the thing to wake the students up a little.
Regards, Barry
Maybe if you got a little more personally involved they would listen better and want to do good to impress you rather than revolt.
I realize that all students do not have the same taste. Therfore, if I see something is not sitting well with my students then I change course.
I always have a backup plan for the lab I teach. For example, I had planned for everyone to provide a urine specimen for pregnancy testing and only one student was able to provide a specimen. Since I wanted everyone to participate I switched to swabbing throats in preparation for a throat culture. Since lab classes are interactive students are expectating a hands on skill. In my opinion, there is usually an easy fix with a lab class.
Hi Stephen:
Good idea - always make sure the materials you will be using will work. If they don't and it is technology driven, what will you do?
This is a great illustration on why it's important to have back up plans ready to go.
Regards, Barry
Hi Richard:
That's a great practice you've described. It supports the wisdom that using multiple teaching techniques is the most efficient way of addressing all learning styles.
Regards, Barry
Back up plans are a necessary part of being organized and prepared for class. Technical difficulties, student absences, and unforeseen circumstances can you an instructor in a vulnerable position. Students may view the instructor as inefficient because of circumstances beyond their control.
Hi Edward:
Great idea! By using personal anecdotes and/or stories that can be related to the topic is a great way to bring personal passion into the classroom, which may serve to renew interest in the topic from the student's point of view.
Regards, Barry
Hi Connie:
Having back-up plans are also a great way of breaking up the delivery method for the class.
We often think of back up plans as tools to use "just in case". But why not use them anyway?
Regards, Barry
