To keep the students engaged, you must be a good story teller. Not only should you be fun to listen to, but you should also be fun to watch. Be animated!
Distinguishing between the visual learners and the Kinesthetic/tactile learners and then grouping them separately.
Having them palpate muscles and bones we have just discussed keeps them focused on what I have just lectured on, or bringing in unexpected visual aids (for instance I bought one of my muscle classes lunch of fried chicked just so they could "dissect" the legs to see how muscles overlapped and attached and apply it to their lecture). My classes for the most part are all hands on learning and demonstrations(I instruct massage therapy) with limited lectures, I have problems with the lecture components because the majority of the students who sign up for massage therapy are tactile learners. I find I must be an actor, and a clown to keep them engaged in some tedious material. Such as the muscle and bone classes.
Terry,
I agree with you. I have found that if you apply what the students are learning to direct results/application outside the classroom, they will be more apt to buy-in and become more involved.
John
Hi Linda,
Good strategies. Students like and need variety when receiving content. With variety of instructional delivery the students have their learning preferences appealed to and this helps to keep them engaged.
Gary
I try to present the same topic in several ways. The class may start with a general overview given by lecture. Next, case studies using the concept are presented. I try not to give the students all the info on the case study, requiring them to ask questions and assemble possible senarios and results. This keeps students engaged, and allow different learners to "shine" at different points in the class discussions.
Hi Kevin,
All of these methods are ways to engage the students and keep them focused on the forward progression of the course. This is what effective instruction is all about.
Gary
Short Lectures,discussion time, technology, video's all help keep studnets enganged. I have also found that students like to work in groups to share ideas and solutions. Another way is brainstorming sessions where I am just the leader and studnets discuss solutions
Hi Jeanne,
Good strategies. I teach from 4 until 10 pm so I understand where you are coming from. It is a challenge to keep them engaged. You offer a lot of variety in your instruction so this really helps to keep the students engaged and focused on the course.
Gary
Hi Daniel,
Good to hear about your progress as a developing instructor. You are expanding your skills to the point you are becoming more effective with your instruction. I wish you much success in your teaching career.
Gary
I often teach a four hour or four and one half hour class several times a week. This can be challenging because the age range and maturity level varies widely in every new session.
I have developed a variety of formats that I interweave into the course and various sections of the course. I use some lecture with personal stories of my experiences and ask students if they care to share any pertinent stories. I have been experimenting with brainstorming power points where I expect the students to supply the appropriate information or at least most of it before I bring it up on the slide.
I use small group projects at times on some of the course content and then have the group share their information with the entire group.
I have also used case studies at times and some role playing. Each new group needs to be assessed early in the Session. Some strategies work better with some groups than with others. The strategy also must meld well with the content being delivered. I have really enjoyed the various responses on this topic.
As a new instructor I am finding that keeping students engaged at first was a bit difficult, but as I gain experience I am finding that it is as much about delivery as content of the course. I am getting better at making the material moor exciting; witch seems to be having a positive affect on my students learning and participation in class.
Hi Mary,
I like your strategy. This way you get through the content while keeping the course moving forward. The length of time spent on content sharing keeps the focus of the students while offering them a variety of instructional opportunities.
Gary
Hi Mellisa,
Good way to offer a variety of instructional learning opportunities. Keep up the good work with your instructional planning because you are appealing to the different learning preferences of your students.
Gary
I like to lecture for 10 -15 minutes and then let my students do some activities that pertain to that portion of my lecture and then have discussion. It allows me to complete a topic that could get boring if I didn't have the breaks in between.
Hi Judith,
Good comments. They are right on in terms of what needs to be done when preparing for a course. Variety in delivery and preparation will do much to set both the instructor and students at ease when class time comes.
Gary
I use a few different strategies in my classroom. For review I create questions using games such as jeopardy or deal or no deal. I also do hands-on demonstrations, have guest speakers, and let the students teach. I break the students up into groups of no more than five and assign them a topic to cover. They present the information to the class they see fit. I correct any inaccuracies and they enjoy it!
Prepare, prepare, prepare. Incorporating demonstrations, mini-lectures, field trips, having guess speakers, PowerPoint presentations, audio/video are all strategies for keeping students engaged in the learning process.
Some strategies I use in class are: asking the students questions and their opinions, bringing in guest speakers and going on field trips.
A way to "mix up" the instruction.
