Hi Lin!
I like your ideas! I am not artistic, but I draw circles, triangles, etc., hang things around the class room, post bright colored odd shapes, use color on handouts and try to make my PP as interactive as possible. Some of the things that I do are very child-like, but students seem to have fun with them AND learn from them.
Keep up the good work!
Jane Davis
ED107 Facilitator
As part of the "herb and spice" identification class all student when identifying herbs and spices, face each other on rectangular tables as herbs and spices are passed around the room. In the future i will place herbs in one colored container while placing spices in another. One person will draw the herb on a flip chart. One from each table. The best drawing or memory aid will be displayed on the wall. As for spices, I will ask what color best identifies the taste of that spice. I'll also encourage them to use the colored markers to identify their personal assessment of each herb or spice on the provided handout. Herb handouts will be green and spice handout will be Yellow.
This should be fun and I'm looking forward to it.
Unfortunately, we are specifically not allowed to use music in the classroom, but if I get a chance to use it somewhere other than the school I definitely will.
I use colored font on my PowerPoint presentation to show the important information and key term knowledge to students. I also added interesting sounds in between my PP slide to get students’ attention back on track; it works especially well for early morning class.
Hi Jessica!
I a curious how you think your students respond to this multi-sensory learning environment? What have you specifically observed?
Thanks and keep up the good work!
Jane Davis
ED107 Facilitator
I love having student-generated art work on the walls that shows (as I say in the assignments for these) “their understanding†of a topic. It can be very interesting to see how a student ties together the terms and concepts for a particular subject and graphically represents their perception of it. For example, the TCP/IP protocol stack was represented by one student as a ‘flip chart’ with tabs projecting downward to show each layer (matched to primary layers of the OSI model) and another student represented the primary protocols of TCP/IP as slide out ‘trays’ in a box that looked a lot like an air conditioner. In each case, the student had to do a lot of research, but had a great chance to be creative in pulling together the information to represent it in a way that made sense to them. In a lot of cases, this also helps other students understand these concepts, plus, our room is decorated with colorful, applicable artwork.
One issue that I wish I could resolve is the seating arrangement in my primary classroom (and some of the other classrooms in which I teach). At another campus, I was able to arrange the classroom in a way that proved to be incredibly functional. Imagine my surprise when that exact arrangement was mentioned here in this training! It was a computer lab where we were able to arrange all of the primary computers (those designated for use in that classroom for all classes) along the side walls of the classroom, the lab computers (those the students were building and troubleshooting) along the back wall, and a ‘common’ table in the center of the room where students gathered for group activities, discussions, and for coverage of new materials. If you have an opportunity to set up a computer-based classroom as indicated here in this training, I can readily recommend that – especially the central table or group work area!
I employ many of these activities in my classroom already. In Psych, I try to find visual/musical representations whenever possible to help the student understand. For example, "Lithium" by Evanescence is a fairly accurate description of how people feel when they take the drug and why they would stop taking it. "Who can it be now?" is pretty good to use with paranoia. In COM, Schoolhouse rock is always fun. :) It was interesting to learn that music without words is more effective for processing.
I'd love to try new seating arrangements, but since I share a classroom that was akwardly constructed with a support pillar, it's not always easy.
i find my self in the same situation . Not much can be done to the actual classroom i too wil try some different color handouts ..
Hi Terry!
It appears that you have developed a method for using music in your classroom that works for everyone. I really like the approach!
Good job!
Jane Davis
ED107 Facilitator
I do have some creativity abilities in my classroom. I like to use various quotes and sayings throughout my classroom. I have different sayings and motivational phrases throughout my classroom. They are either on the wall or on decorative pieces on my desk, shelves, etc. I have my desks arranged where they are all facing the front, but I have staggered them in such a way that I can walk up to every student at their seat. I rarely use the podium in my classroom because I would rather be walking around. I do use powerpoints displayed through a projector and will often build these so that they draw the students attention. I rarely use music in my classroom but have considered using it at different times throughout the class.
I teach in a hands-on lab where students must focus on principles and techniques using machinery. This lab occurs after lunch most often. I have found that using music stimulates the students to stay active and work steadily. Since using music in the lab during these practice scenerios, the students seem more open to learn, and often even request it for learning periods at other times of the day.
Colors: Homework in blue, of course, as it is more soothing, relaxing
Visuals: Provide peripheral visuals to expand learning opportunities
Seating: Condusive to the course (computers against the wall in a half circle, with the instruction and work area in the center, etc.).
Creative Supplies: Tactile stimulation will aid in learning, so provide supplies that will enhance learning opportunities, dependent upon the content focus.
Music: Soothing music during work/testing can relax the student enough to aid them in focusing better.
I once had a disabled student that just could not work without his iPOD. I allowed it and he excelled in my class, however, other instructors prohibited it and he failed their courses.
I teach in a working kitchen that is open to the public...Music is usually a part of the "back of the house" environment. I keep strict rules on what is played. We move into the dining room or sometimes into the courtyard on campus for discussions about assessments and menus.
I use music in my math presentations. Sometime a rap is a way to help a student remember a concept like fractions or decimals. Students seem to enjoy watching and listening to them. I also play inspirational music while students are reviewing to give tnm a CAN DO attitiude. It really works! It not only relaxes and destresses them, but they seem to learn the concept faster!
I would like to use all of these but we are all restricted by budgets and rules
In my environment we do everything online. So I could use color when I create items in blackboard. Also I would like to try using music during my students work time to see if it makes the time go faster.
Visuals are very helpful, stucent love to see what we will be doing in class.
As I went through the module, I thought about this a lot. It will be out of my "comfort zone" but it sounded intriguing. I know that I could have music playing during group assignments without too much trouble. The colors were the next most exciting to me. I know colors play a big part and I enjoyed this portion. I will use colored paper for handouts and other forms and I want to use the idea of moving topics/themes from the left side of the room to the right side.
I teach dental hygiene so there are a lot of visuals and sensory activities already.
My previous department chair did not allow music in the classroom. The present chair does. I find it soothing as background music and always turn it off during lectures. Some students do prefer quiet so I have to be cautious about that. Some of the younger students would like rap music,
but I have to find music that is palatable to everyone.
I already use colors to denote differences in systems. It makes my drawings more clear and easier to understand. I have also found out that the use of color can have a down side if the contrast is not right. Like in the next section the facilitator used dark green with black writing and is very hard to read. I also found that the use oflight colorsona vap board can make it very hard for students to read, but the use of colors do perk up and excite the students.
Wow! This was a great module. I never thought about how infusing music and visuals could impact the learning of my "students." I put students in quotes as the folks I work with are battle-tested military officers with type-A personalities. It takes a couple of days just to get the group familiar with one another for the discussions to be meaningful. I use quite a few guest speakers in my course with frequent breaks in between. Playing music during the breaks would be a great way to prep everyone for the next topic. By incorporating visuals (I like the idea of hand drawn posters) and music I think I can achieve the bonding that typically comes along by the end of the week much sooner.
