How do I keep fact based lectures from being boring?
My classes are usually a lot of funand interactive, but I have some subjects that are completely theory based. I have a hard time making those days interactive. The subject matter is just so boring! Anyone have any ideashowto make anatomy, electricity, and skin diseases fun?
Teaching anatomy can be boring - but there are many websites and apps that help understanding with animation. That's fun for the instructor as well as the students.
Those are GREAT ideas! The blue-chip one would be especially effective for the adult student who is diligent but, for reasons unrelated to school - like family emergencies or weather - are unable to complete the assignment on time. Thanks!
Hi Julia,
Generation Y loves technology and will be more in tune when technology is a method of teaching a lesson.
Patricia Scales
We have to deliver a lot of technical information, especially in the introductory classes. Students are so attuned to looking at a screen that they'll pay more attention to a video than they will to a live instructor delivering the same information right in front of them. They have limited critical thinking skills, probably from being fed information passively through TV and video and tuning out the world around them. It's the smart phone generation. Live lectures have to be more "video" than videos to keep the students engaged.
Hi Juan,
I am not big on games either, but games have proven to be an effective way to learn. I have built in time to review for tests by playing various games.
Patricia Scales
Thanks Kim, I'll refer to this website. I'm not a game type but am seeing success in other classes that are doing jeopardy. I always thought I'd be taking time from students but they seem to thrive on it. Agreed, some lectures are boring and I've tried other methods of entertainment but this might be the one for me.
I agree. Games in the classroom keeps students engaged.
Hi Kim,
Games are a great way to add flavor to any course. Hands-on activities also make for an exciting lesson.
Patricia Scales
I struggle with this and am constanty checking the internet for additional methods. I like this Jeopardy site... http://www.superteachertools.com/jeopardy/
Also, I like to draw pictures of a particular fact or use a timeline graphic.
Hi Rick,
As long as everyone wins, things should be fine. We have some very intelligent students, and we should never let pride get in the way if they are more knowledgeable than we are. Let these scholars make the class even better.
Patricia Scales
...there is a surge of personal validation when a student exposes an instructor's shortcomings. Perhaps students have some resentment, particularly in situations where, say, a 50 year old is in a class being taught by a 30 year old.
A personal barrier identified in the training revolves around instructors feeling inadequate when their students acquire knowledge. But instructors should want their students to exceed them. Pride gets in the way.
Personal validation and building into students keeps them engaged and in their chairs. The motivations evolve from extrinsic to intrinsic. When that happens, everyone wins.
-R
Hi Rick,
I have noticed that students get a rush from catching instructors mistakes. They like catching us doing something wrong. Even adult students like incentives. Great ideas!
Patricia Scales
...is to inject mistakes on purpose into lecture material and award points for students that catch them. I don't always tell them when I'm doing this until after the lecture if I do it, but if they catch it, they get a point award. So that's sort of a game in of itself. (and if I do make a mistake unwittingly, they still get credit - so it requires me to know my stuff too)
Games are nice, but games are more exciting when there is something on the line, such as points or a free mulligan/blue chip. The question of, "how does this benefit me/how I can I benefit from this" speaks to the basic psychology of humans - appealing their self-interest.
Motivators are powered by maturity. The more mature a person is, the more intrinsic and less extrinsic the motivator will be.
BTW - A mulligan is a do-over. A student who completely bombs an assignment can re-submit it for credit, without late penalty.
A blue-chip allows the student to turn any one assignment in late without penalty. Any blue-chips cashed in can be credited as points.
Just some random ramblings.
-R
Hi Kenneth,
Adult students want to and need to know the way. Once students understand the why, they have a better appreciation for what they are learning.
Patricia Scales
I think a participation grade is a good idea. I also believe fact based lectures can be
l e s s b o r i n g if it is clearly explained WHY the FACTS may be IMPORTANT to the students now or in the future.
Hi Edgar,
Awesome! Youtube is such a valuable teaching tool. Students love it, and it does bring about excitement. I also like using kahnacademy.org. Excellent videos are on this website as well.
Patricia Scales
Hi Denise, one thing that I used a lot are Videos from You Tube, TED, or any other sources with topics related to the one that I explaining in the class. At the end of the video I spark a discussion about what they saw. It's very motivating because the students ask for more videos to the class. Works for me and work for them.
Regards
If we as the teachers find it exciting, the students will also. 38 years of nursing and I am still amazed at how our body works! I hear many of the other teachers talk about games. I never have had time for that, but outside projects and letting them do some presentations is also really interesting and fun. That also addresses another topic about students as teachers. Our students do have so much to offer!!!
Hi Patrick,
Try utilizing various teaching methods, such as games, mock learning, role playing, peer teaching, group learning, etc.
Patricia Scales
