Hi Allen,
Yes, students love for us to share real-life experience with them. They are anxious to know how things really are in the real world.
Patricia Scales
I do that all the time stop and ask questions. I do not care if it is a short or long lecture still ask questions and give real life experience.
I have been presenting an introduction to an asynchronous course and leaving questions until the end. I could change the format so that students discuss among themselves and I listen to their thoughts as well as answer questions instead of asking them.
Hi Laura,
Great idea! This idea may not work well for those who can't draw well.
Patricia Scales
Hi Janet,
This is a great exercise to get students up and moving! Contrary to belief, students would rather be up an moving! Students tend to always enjoy scavenger hunts.
Patricia Scales
One activity I am contemplating change with is my student introductions. In the past I used to go around the room and ask the students to tell the group where they are from and give the group a couple of fun facts about themselves. I usually have 35-45 students, so this process can take a bit of time. And, unfortunately, I often can't remember the facts from the first student to the last. In the future I am going to try the technique of having the students draw a picture to represent the facts about themselves and post it on the walls of the classroom. The students will then present their picture to the group. This way everyone can associate each person with a particular picture representing unique facts about each individual. The ability to reach back and connect with former classmates is key for this group as many of them will be working with one another in the future.
As Part of the Emergency Procedures course, I usually lecture on the hazards and risks. I start with a definition on the board of each and then we brainstorm each hazard and the risk involved. Some times this works well but others I see I am losing the students so I have devised a scavenger hunt for them to identify hazards(potential to cause harm)in the classroom, then the hallway and then the building. They have about 10 minutes to identify 3 hazards and then we discuss the risk and how to mitigate. This gets them moving and thinking about the meaning of the words and how they are related to emergency management.
Hi David,
I have found the same to be true! Students truly love hearing students that are applicable to the course content.
Patricia Scales
Great plan during your lectures! I find that student really love to hear real life experiences and to share their own to aid in heir learning of the lecture and material concepts.
Hi Kimberley,
I love to involve active learning by having students do some type of hands-on activity that pertains to the lesson. Students love it when they are actively involved.
Patricia Scales
have students in small groups to discuss a particular subject or activity that has been presented that day then discuss it breifly prior to dismissing the class for the day.
Hi Laura,
Students love it when technology is involved in teaching! It is certainly a high-tech world.
Patricia Scales
One of the classes I instruct involves case based studies. Recently, my professional organization has released an online guide that will assist with evidence based research for each case study. My plan is to incorporate this online guide as well as other internet resources to transition to active learning.
Hi Dawn,
I love it! This is learning at its best to prepare the students for the real world. Scenario learning is so effective; it gives students a taste as to how things are going to be in the real world.
Patricia Scales
I teach a lecture on taking care of the ventilator patient in an ICU setting. I have recently adapted a new approach and came up with 5 different "real-life" scenarios. I have a packet of additional patient information with each scenario and give them to small student groups. The goal of the group is to use the information they have been given and information they have learned thus far in the course to save their patient. It has become my favorite lecture to teach. I allow the students to use their books, lecture material, approved medical websites, and journal articles to determine the best pathway of care.
Hi William,
Love it! Awesome way to get discussion going. It generates a lot of energy because everyone wants to defend their position.
Patricia Scales
I like to introduce a topic, say Inflation. I'll go over the text scenario, expound a bit on the implications I've identified, negative in context. Then I pass out an article that takes the exact opposite point of view, 'In Praise of Inflation.' I give them time to read it and then discuss with their neighbor. I ask them to identify the probable circumstances of the individuals tending to prefer each side of the argument. A discussion then erupts. It allows students to develop appreciation for the complex issues deriving from a simple vocabulary word.
We teach a multi-faceted course that has a broad background of students, many of whom have a selected amount of experience in one or more of the areas the course covers.
During day one, course intro, we have each student introduce themselves and give their background emphasizing how it relates to the course and then we use these students to explain from their vantage point the pros and cons.
We then "fill in any gaps" that are left. The rest of the students always benefit from a first hand experience from a fellow student.
Hi Ticha,
Students enjoy it and really retain more when active learning is taking place. Our students would rather be doing instead of just listening to us lecture all the time.
Patricia Scales
Hi John,
We want to generate as much excitement in our students as possible. Students thrive off of excitement, and we should make learning interesting and fun for our students.
Patricia Scales
