Billie,
I think small group discussion is a great activity, whether it is plan-A or plan-B. In fact, a good back-up plan should be viewed as just an alternate assignment that could be substituted for the regular planned material and the students wouldn't notice the difference. Also, keeping back-up plans low tech makes them universally available, as the woes (and triumph's) of technology have invaded our lives.
Barry Westling
I always have chapter outlines available for students in case the bulb on the computer projector goes out. The bulb has gone out 3 times this term. The Sociology book I currently use has several great articles per chapter and I break the students into small groups in case the technology is not available.
Daniel,
Great! this is one I use, whether it is a planned activity or one I have to do on short notice, due my planned activity cannot occur for whatever reason.
Barry Westling
I would have an interesting case study as back up so that I can quickly redirect the class to work as a team of 2 or 3 to come up with solutions/suggestions in regards to the case study.
Karen,
All good instructors recognize that even with good planning, things can occur that interrupt the plan. A good back-up plan is something meaningful, can be implemmented on short notice, related to the current topic, and requires little resources. Good plan is one, when implemented, is not recognized by the students as a back-up plan, but as what the teacher had planned all along.
Barry Westling
With hands on teaching in a culinary school, Backup plans are essential. If the duck does not come in, or is frozen, you cannot send the students home. A back-up plan may be a knife skills "competition" with on hand vegetables or demoing an intricate knife cut or have students volunteer to demo a knife cut,then work with other students.
Eduard,
True, perhaps the amount of time and value in relation to the topic makes a difference in choosing a game activity over some other activity. Students do need to feel whatever they're doing is meaningful and adds to learning, not just filling time.
Barry Westling
Games are good but sometimes it is more helpfull to open the book and show the students the way they can better comprehend the material by practicing the skills of asking questions to the paragraph they just read
Randy,
Great. Also, many teachers use pertinent websites that follow a theme, small group discussion, class presentations, writing exercises, and using the textbook study quide exercises. Some will use videos or DVD's, which I personally avoid. Unless it is exactly applicable to the course, I find these take a lot of time and are less useful. Also, they're just static, allowing students to "tune out". I would rather use an interactive back-up activity (even one that can be used as a regular activity if time allows).
Barry Westling
I like to use periodicals, jounrnal articiles or newpaper articles for classroom disucssion to highlight the relevancy of the material I am teaching.
Jody,
Field trips are awesome and can motivate as well as educate. There is some planning and a bit of preparation but I've rarely had any complaints, and most students really enjoy these outings.
Barry Westling
I have used field trips to refocus their attention,ask them questions about what they are seeing.
Heather,
I've used flash cards for years (I've actually retired several sets). This is a great way to review material, especially when there may just a few minutes left of class. When there's more tiome, I may start out reviewing, but find a word or defition that sparks a whole discussion. Students do like games, and any other thing that they view as fun. It makes class more interesting too.
Barry Westling
Games are great! I use them all the time.
Bingo review cards are great and free online. And always keep flashcards ready!
Kevin,
Very creative, and it sounds like you've made the class fun and interesting. Everyone will benefit in this breeding ground.
Barry Westling
Hi Barry,
I have used games related to the content being taught to help students engage in friendly competition, and learn the material. In our Pathophysiology class I have randomly assigned students different diseases and then I have had them explain each of these to their classmates in their own words, and then I have had them discuss how they think this disease process would affect patients from a physical therapy standpoint. We have also provided the students going out on their clinicals a CD with all their documents on them, and then I have randomly assigned these students into groups, and have had them compete in a scavenger hunt using the computer to locate certain forms, or answer certain questions. This helps the students to learn how to negotiate the CD and figure out where the forms are located so that they can find them when they need them later. Most of these have been added as extras into the lecture part of the course, and have been great tools to use when the students seem to become disengaged, or just need some variety to break up the monotony.
Jeffrey,
Keeping the back-up tied to the course objectives is key. If a game does that, terrific. I try to avoid back-up activities that students might consider to be time fillers.
Barry Westling
I agree that appropiate games always work. In class work sheets or hands on practice are great also.
William,
Love it! (and the name too). thanks for sharing.
Barry Westling
I am in the process of making a "panic box." This is just a box full of simple classroom activities that I can grab at a moments notice to introduce into a lesson if the students get off track, or finish their work early.
