Hi Randy,
Great way to make learning fun and to test one's knowledge. I am sure at some part you let your students experiment with parts to gain hands-on experience.
Patricia Scales
I teach mechanics and after all lectures we then have students write down questions on paper, break into teams and ask the questions to each team and then the team that answers the most questions wins.
I am a relatively new instructor and just now being introduced to the "active learning" methods. I find myself using the guided notes technique and "pair and share" too frequently. The students do seem to be scoring better on their assessments, but I need to work on the variety. I hope to try some case studies soon, but coming up with a plan seems to be time consuming for me. Any suggestions for Veterinary Technology Body Systems class for endocrinology or reproduction?
During such lectures I will pose questions and ask the students to cite examples to engage them in discussion. I will also ask how this topic can be related to real life situations. I try to focus on the group a little more than the calling out of an individual to encourage discussion but I also try to get all the students to be engaged. I think the students like to share their experiences and it helps to promote better understanding of the concept at hand. I maintain focus on keeping the class on task (our objectives). I will also pause and review.
I am currently teaching a Bioethcis class, and it became clear very quickly that pure lecture just wouldn't be effective. I lecture briefly, and then start asking questions of the class. When I get an answer from one student, I'll ask another student to expand on that answer. Then I'll ask a third student a question based upon what the prior two students said. It is a small class, so I can use this method and get all the students involved in each topic. It makes class discussion very lively.
Hi Jasen,
Students see the relevance of the course when we relate the learning to them personally and/or professionally.
Patricia Scales
I have found this to be the best way to keep them involved is to related the subject as close as I can to their everyday lives.
Hi Donna,
Awesome! Role playing allows student to see a clearer picture as to what is expected of them.
Patricia Scales
Hi Ernest,
Love it! This really gives the students something to strive toward. Learning is at an entire different level when fun is involved.
Patricia Scales
Before instructing the proper way to give injections or draw blood, I review Universal Precautions. Yet, I see students not applying what they have learned before giving injections or drawing blood. I have to remind them how to protect themselves instead of using more time in instructing the task at hand. The Suggestions for Implementation section of this course gave me a great idea! I'm going to have them role-play using Universal Precautions. I 'll have 2 groups of 2 students demonstrating the improper ways of Universal Precautions and have the rest of the class critique what they are doing wrong. This may leave a much better impression then just lecturing . I might even add the proper way and have them critique this as well.
Hi Howard,
Most students really do become engrossed when you are talking about something that directly pertains to them.
Patricia Scales
Everyone loves to play. I say the instructor should invite the students to do just that. In a lecture forward class, I will bring along several decks of miniature playing cards and a small prize, such as a pack of gum or a bag of candy.
If the student arrives on time, they get a card. If they return from break on time, they get a card. If they present a great question during discussion or give a correct response, they get a card. Over the course of the class, each student builds thier best 5 card poker hand and the winner takes the prize. It may only be a bag of candy, but it motivates the students to become involved and focused, even through the dry parts.
I also try to involve them in the topic by relating it their own personal life. it seems to engage them more.
Hi Vincent,
Pure leture can be pure torture! A variety as you have stated is a great approach. No one likes just sole lecture day in and day out. We have to mix it up to keep students engaged.
Patricia Scales
Hi Kevin,
I am sure your students are having fun learning as well. Fun starts with the instructor because the instructor creates the atmosphere. You may want to incoporate technology through the use of hands-on activitives to add even more flavor to the course.
Patricia Scales
All of our courses are set up for pure lecture. I was never comfortable teaching that way, because I don't have the attention span to learn that way myself. I can't stand seeing students look up at me or off in a distance completely disconnected because there is too much information "told" to them. I like to have fun and involve the class in discussion rather than lecture. Ask them what they know, draw systems, work out problems in small groups and present their findings. Most of the time students can figure out the information just by asking leading questions.
At the beginning of each class, I usually start out in a "pure lecture" approach but as we all get to know each other and they are aware of my expectations I begin to get them engaged in the lecture. I walk around the class and a way to keep their eyes moving. I approach them when they are talking and I give them plenty of opportunities to ask questions, explore alternatives, and provide solutions to problems. This has made my teaching experience a far better one primarily because I'm having fun learning with them.
Hi Carly,
When you hold students accoountable for doing a particular task they tend to pay better attention as to what is going on.
Patricia Scales
I teach a general education requirement, so most of my students have no previous familiarity with the course content. I find that it is important to break up the lecture with frequent questions to keep the students interested, and that by asking opinion-based questions (rather than fact-based) all students feel comfortable joining the conversation. Also, because the students aren't familiar with the content and often don't keep up with their reading, I find it important to break up the lecture, where I provide key information, with group discussions. I find that by giving the group a handout with a set of questions based on the lecture and reading, they stay more on topic and retain more knowledge. Plus they can make notes for themselves on the handout.
Often times I will have each group work on a separate component of the chapter and then present the information to the class. I find that when the students know they have to present the information (however informal that presentation may be) it tends to keep their group more on task.
Hi Angelica,
You have it! In customer there is really a lot that can be done with active learning. You can take the students to the mall and have some dress professionally and some dress "crazy casual" and evaluate their customer service based on their dress. You will see a huge difference based on dress. My students love this exercise. There are many other fun active learning exercises we do in customer service as well.
Patricia Scales
