I teach a course in counterinsurgency. I usually have students who have not been exposed to the theory, doctrine, and practices. I will use case studies from past and current counterinsurgencies and then break the students into small groups and have them highlight the theory/doctrine used and if it was a successful or unsuccessful application and why. For students who have been personally involved in countering insurgencies, I will get them to apply the theory/doctrine to their personal experiences.
I teach statistics and think this is a great way to get students more involved! By giving them sample problems and having them work through them either in groups or individually and then discussing them.
Hi Michael,
When learning is hands on to students, they tend to get a better understanding. Most of us need to do the task in order to grasp it.
Patricia
I agree that by making students active learners, they learn much more and at a quicker pace. I will go over a lesson in class and then take them to lab to show them what we covered and let them experience the task. Once they can see the activity as the task is being completed, they get it.
Hi Carol,
Students love and enjoy role playing. It is a great way to ensure students understand various concepts that have been taught.
Patricia
Hi Michael,
Students seem to retain such enjoy the information more when active learning is taking place.
Patricia
Hi Michael,
When students feel as though they have a part in the class, they tend to "buy in" to the class more.
Patricia
Rather than just lecturing my paralegal students about arbitration and mediation, I have them role play such conflict-laden roles as landlord and tenant before a student mediator and/or arbitrator.
Students quickly become engaged in their respective roles. Then upon discusssion, both the parties and the mediator/arbitrator gain a perspective on their persuasive skills.
Hi Scott,
When students can actually see what is taking place, they tend to get a better understanding of it all. Visual adds clarity.
Patricia
I agree with Michael, and have also put this into play in our course study. The same material can be presented on a training module. The student can then see exaclty why the point or subject being covered is important to their career success. It gives them an opportunity to see it in motion and understand why certain components are doing what they are doing.
Many of my initial blocks of instruction are lecture but this time, at the intro, I asked the students for their expectations of the course and what they were interested in. I discussed how each block did or did not address what they were looking for and came to an agreement on class content. Students gave me more "buy-in" and were better engaged and discussion increased.
I teach at a vocational school and have started doing most of my "incredably awesome listening experiences" (lectures) in my lab at the engines or equipment we are learning about that day. I have found that the students tend to understand the material better and have begun making better scores on their written tests. Active learning works.
Reviewing study guide answers for an exam: The material is dry. And the students just want to know the right answers versus discussing or applying the material (which were done when learning the chapter originally). So I make it a competitive game. Jeopardy works well because you can use the entire board, play the theme music, AND they have to hold up their team card and yell "DING!" for the buzzer. Amazing participation and excitement for a group of adults reviewing a list of answers!
I teach a grammar course which can be tedious at times. I try to make the grammar exercises group work whenever possible. Also, I have them apply the grammar rules to something more interesting -- like newspaper articles, their peers' journals, or I'll change the sentences in the textbook to something funnier or relevant to our local culture. Lastly, whenever possible, I have the students write on the board and explain the concepts (after I've gone over them throughly of course!). They like this one the best. The other students really challenge the one up front to explain things and "get it right.' Plus, they have a fun spirit about it and everyone is motivated to learn the material so they will get the most accolades when it's their turn at the board.
One of the courses I teach is life span development. This course is filled with many terms and theories. Instead of lecturing on lets say Piaget's theory of cognitive development; I will have students take the four stages and discuss in small groups how to demonstrate what each stage looks like. I would expect that this may take about a half an hour and would evaluate them based on their presentation to the class.
Hi Angela,
I can tell you love what you do simply by your response. Hands-on activities are normally enjoyed by most students. Students are excited when they are performing and having fun while doing so.
Patricia
Hi Melissa,
Students want us to assist, but most of them love trying to figure things out own their own. I have had students to tell me let me try do it first.
Patricia
I teach EKG and lead placement. The students are always wanting to memorize lots of the information. I have them break into small groups after going over the requirements. I give them papers with the leads and what they read as well as parts of the cardiac cycle and the students work together to put all the information in the right group and with the right definition. They love being able to work it out on their own and they often switch groups to help their peers.
As a cosmetology instructor learning in this field is more hands on that you can every imagine. and thats what make my job exciting,and fun. Also my students love when its time for practicals. We learn many different hands applications to prepare for the stateboard exams. Being active learners is what makes learning fun in an exciting way.
Hi Chelsea,
This is a super way for students to learn in a fun, interesting, and exciting way.
Patricia
