I think that the strategy of dividing up the lecture into sections and having the students only listen to the first portion, then to have a conversation then take notes allows the students to take more control of the learning. Often we are stuck in the model of 50 minute blocks without much interaction.
When I feel that I am losing the interest of the students, I try to come up with a question, or just something that makes the students think a little bit. I have them think to themselves for a a few minutes. Then they will take a few minutes to share their thoughts with the person they're sitting next to. Finally, we will go around the room and share with the group what was discussed in pairs.
We have a clinical portion along with lecture. Students love to talk about what they learned from their patient's, what they haven't seen before, or discuss what challenges they face. So I ask, who had a patient who's conditions relate to class. Then as a class we discuss, clinical features, treatment, etc. and how it can relate to EVERYONE. They seem to really enjoy sharing as well as then I can fill in with the book information, and ask questions relating to REAL " Case Studies" I could have them prepare a full case study and come to class to do a mini presentation or group discussion, on the course topic(s)that are to be presented that day.
How do i make active learners out of students that dont seam to care
I teach Dental Assisting, which is really hands on. When I first started, lecture was very difficult for me because I am so used to a more kinesthetic envoirnment. I have found that incorporating the use of pictures, videos, and personal stories have helped with student engagement. I also always follow up on every activity we have done. Getting student feedback from classroom learning has also been a great tool for me when incorporating active learning.
I believe that a learning objective that needs to be met via a lecture will need to be broken into small components where I am speaking to the students for no more than 15 minutes at a time. To create a state change, I will break them out into smaller groups and have them actively participate in the lecture/learning objectives. I do this in much the same way many others have reported in this particular thread. What I find most effective is to consistently change the groups around, and have some type of a competition between groups when appropriate. An example would be having the groups develop review type questions that are designed to match the materials covered while trying to stump the other groups with those questions. Whoever gets the most unanswered questions - again the questions must directly relate to the topic/learning objective being covered - gets a special recognition for that day. This is effective most of the time, but not always.
Hi Robert,
Nice way to break the monotony to engage students in hands-on learning. Students need theory/lecture, but they really learn more by doing.
Patricia Scales
Hi Rohit,
Flashcards have proven to be a very powerful learning tool. Flash cards really help students retain information.
Patricia Scales
One example from my biology class is with the lecture on DNA structure and the complimentary base pairs guanine-cytosine (G-C) and adenine-thymine (A-T). As a break from lecture, I set out small boxes among the tables that contain cards that represent each of the four molecules. Each card will only fit together with the other complimentary molecule. I then right a sequence on the board for one strand of DNA and have the students make the same sequence with the cards. They then create the complementary strand by attaching the appropriate complimentary molecule to form correct base pairs. This is a good way to break up the lecture and accomplish some hands on learning.
Rob
When teaching medical terminology I have students create flashcards. That they can build terms and engage themselves in groups to discover the meaning.
Also during powerpoint presentations I pause to have group discussions to analyze what was presented.
Hi Shelly,
What a great way to get students actively involved. Students tend to retain information if they are having fun while learning.
Patricia Scales
Whenever possible I try to incorporate multiple senses. I have taken a topic that was previously presented by lecture and now have the students move about the room visiting different "stations" to collect information. The students may touch, smell and feel the objects at each station and may discuss their findings with classmates. I find that students recall information from this experience long after we have moved on to a different topic.
Hi Q'iana,
Icebreakers are nice leeway into the lecture, especially on a Monday morning. We need to do all we can to wake our students up and get their brain going.
Patricia Scales
Hi Keith,
I like to use hands-on activities to involve students in an active manner. Students learn better by doing.
Patricia Scales
Before I start a lecture, I usually begin with an ice-breaker topic, especially if its a early Monday morning. This engages the students more about non-class subjects, and this makes it easier to transition in pure lecture topics.
When I lecture in pure, I always find ways to engage the students by adding additional information not provided in the materials and ask questions as to how this information impacts them or informs them in ways the subject had not before.
getting feedback from the students
Hi Cynthia,
Students enjoy hearing our stories as they apply to the lesson. Students need to know how learning really applies to everyday living.
Patricia Scales
LeeAnn, I also incorporate personal experiences and stories related to the subject matter. I teach math. When learning conversions of Farenheit and Celsius, I explain about how on a flight to California, I enjoyed seeing the temperature in both degrees Farenheit and Celsius. All was fine until I noticed that they were the same! The students then must determine at what temperature both Celsius and Farenheit are the same. They really enjoy this activity and never seem to forget it!
Hi Jennifer,
Awesome method of teaching. Letting the students apply the theory they have been lectured about seems to always work nicely.
Patricia Scales
During lecture classes, I try to engage the students and make them more active listeners by discussing a topic, then toward the end of the lecture create a verbal simulation that encourages the student to refer to the information I gave them to solve the problem/question.
