Hi Kristine,
Any supplement to a lecture is a plus, especially when visual is involved, such as a video. Great clarity is added when students can see it.
Patricia Scales
When teaching my medical law and ethics class I often have a game available that you can access online which asks medical law and ethics questions. If anyone is interested http://reviewgamezone.com/games/supershooter/index.php?593&title=CMA Law Ethics&id=593 This is a basketball game that askes questions and has different difficulty levels of Medical Law and Ethics for Medical Assistants. The students make teams and play against each other and have fun doing it. It is a great breakaway from the book while also creating a team building exercise within the class.
I also supplement my lectures whenever possible with short videos to demonstrate the points being made and /or hypothetical fact patterns so that the students can utilize the information themselves to solve problems.
Hi Brenda,
I have found that most of the time when students are assigned to complete work before lecturing, they get really frustrated because they have not been taught. Prereading is always good, but you have some students who do not comprehend well at this level, and they become frustrated.
Patricia Scales
I believe that sometimes, lecture times can be slighly reduced by having students complete work or reading prior to lecture time...thus leaving a little more time for some discussion or activity.
Hi Barbara,
Awesome! Students need and want variety in the classroom. With all the technology out today, we do not have to do things the same way we did them 25 years ago. Let's add flavor to learning.
Patricia Scales
I have lectured in one of my classes, Basic Insurance, for many times to get the information presented to my students. I have found out that lecturing for about 20 minutes at a time is the best way to keep students attention. It can make for a boring experience. Since I have started this class, I hand out Power Point slides which allows them to follow me. After 20 minutes, we will switch to the workbook and they will do exercises in groups and once in a while by themselves. I have incorporated UTube videos pertaining to their coding assignments as well. They also have several insurance claims to file and they are in the computer lab to do those. By letting my students work together in groups and then going over their work with them, it is almost like a competition as to which group will get the the most correct answers. They really seem to retain the information, much better, if they have a variety of activities which they are doing rather than listening to a lecture. Hands on learning is a very important part of my classes now and I can clearly see the results and the benefits of variety in teaching.
Hi Elise,
We have an excellent Medical Terminology course that will teach you innovative ways to teach Medical Terminology.
Patricia Scales
My most difficult topic/course is Medical Terminology - lots of just rote memorization. There is a good 'jeopardy' type game that comes with the course, but time is also an element. Am going to start incorporating some of the things I have learned from past ED courses like a 20 min lecture, then a game or review time, but really short on how to add other active learning to this course, but will review this new info and see what I can come up with.
Hi Kathryn,
When you hold students accountable they pay more attention to their assignments.
Patricia Scales
I show this amazing Ted Talk with Bonnie Bassler talking about quorum sensing in bacteria. Usually we watch it and I ask for comments (if I have remembered to start it early enough!). I am going to use the suggestion of having the students write down what they remember and then as a class go over the "take-home" points. I think this will also keep them more engaged while watching subsequent videos in class.
Hi Tracy,
Try having guided notes/PowerPoint handouts to shorten the lecture time.
Patricia Scales
I love the correct the instructor idea! Thank you
I have a long lecture class and find it hard to supplement the lecture with activities. I will try to create puzzles, or board activities that will keep them focused and learning
Hi Linda,
Students also retain more when they can actually demonstrate what has been learned.
Patricia Scales
Hi Shannon,
When learning pertains to the real world, students enjoy it more, become more interested in learning, and retention of material is better.
Patricia Scales
During lecture time, I have always encouraged students to ask questions and participate in the discussion. In addition, I have found that the lecture time should be limited and then work some problems that apply the information given during the lecture. Students will retain more if they have an understanding of not only the method of application but also why the methods are applicable.
When I involve the students in the learning process and have them role play, or actually complete a task they would do when working out in the field they take away more meaning and understanding about the topic. My field is very interactive with the public and the more I can involve the students in the process of communicating with the public the better they will be able to when working in the field. I can also assess their understanding when they have to apply their skills in an active learning environment.
I teach nursing students at a vocational school, and one topic I teach that begins as a pure lecture is equipment used in dosage measurement. To make the students more active learners during this lesson, I give them samples of the different equipment used in dosage measurements (measuring cups, syringes, droppers, etc.) and have them prctice measuring. I'm always amazed at how much they learn during this exercise.
In the past I have had struggles with a particular presentation. I will develop a active learning exercise to change up this section of the course.
