Hi Lisa!
Sounds like a good approach! Would you be a litte more specific, please?
Thanks,
Jane Davis
ED107 Facilitator
When teaching a class that is not a major course but only a class that is required, it is important that the learning process is taken slow and interesting. I use a variety of activities and discussions to get people involved in the class. Especially those activities that go along with the subject for the day. This way those that are not as interested as they should be get involved and put certain things to memory and leaning takes place.
I've been thinking of ways to do backward chaining in a class that does not have a lot of submittals that students must produce. For my materials topic (lecture class) I think I'll start my lecture images with some fantastic installations of the material that is the topic of the day that tie in with the comments that I'll make.
Greetings Tremayne!
Relevancy - a key concept. How a student can apply analogies or examples is depending on the relevance to their own experiences. So I encourage you to give this some though when you are making the emotional connection.
Keep up the good work!'
Jane Davis
ED107
I will find more ways to make emotional connections with course content.
For instance, make funny analogies or examples when explaining certain terms, in order to appeal to the students' emotions (laughter), as a retention tool.
The backward chaining is a great idea. It gives students the goal that you are trying to achieve.
There must be some way to turn this into a game - they could have more success than if the review occurred at the start of the next session and it would help them organize the info in their minds - perhaps contributing to their retention even more.
Good thinking.
I don't know if we have permsission to ahng up peripherals. Must get approval.
I want to implement peripheral learning. I can think of several key ideas I can put on posters and display around the room. These will definitely be visual. Depending on when I display them they could also impact primacy or recency. I already do a comprehensive course review. One other thing I plan to develop is a set of sample lesson plans. Some of my students have asked for this in the past. They want examples of approved lesson plans that reflect the formats for the various teaching methods we incorporate.
More rview of main points in the end of class to follow up. Sounds good.
Let them work hands on. Repeat....
Greetings Charlotte!
Sounds like you have a good plan of action for reviewing materials covered.
Something that I do with my class is I asked the students to develop and persent the daily review. I have found this helps them pay closer attention since they know they will lead the review and further enhances their presentation skills.
Keep up the good work!
Jane davis
ED 107 Facilitator
I N 3 1 6 Restoration and Renovation.
Use simulation activities to comprehend the meanings of the types of definitions of the general subject of preservation: restoration, renovation, replication, consolidation, adaptive use.
Give written or oral definitions of these and other major sub heads of the general term.
In workshop arrangement to research, ask each student to expand with examples of the assigned defined terms, and individually, present orally to the class.
Regroup students to critique the definitions and report their written responses as to accuracy or objectivity to the combined class.
I intend to continue my habit of reviewing material from prior week at beginning of each class and when class ends.. ask questions about what had been covered in class to be sure they got my message..I strongly agree with using board for outlining major points of the day..
spell check suggestions have us using pneumatics in the classroom and planting hostages instead of hostas in the garden.... Open the door Hal.
I reiterate previous class material at the start of class to reinforce learning for the students who are in the room and also - it delays the start of new material until after the stragglers are settled in. I also relate material to previous material where I can for EX: when talking about carpet yarn which has a ply I ask "where else have we encountered the notion of Ply?" and they can remember that we covered plywood weeks ago.
I try to use different class materials and exercises to reinforce memory of subject matter.
I use group and individual assignments with presentations(sharing) to give students time to focus on particuloar subject paths in my Environmental Science class.
I help them experience different methods of learning during my 135 minutes class period.
I have breaks to begin and end important subject blocks.
Each class responds differently. I need to evaluate what works best as we move through a calss period.
I try to use different class materials and exercises to reinforce memory of subject matter.
I use group and individual assignments with presentations(sharing) to give students time to focus on particuloar subject paths in my Environmental Science class.
I help them experience different methods of learning during my 135 minutes class period.
I have breaks to begin and end important subject blocks.
Each class responds differently. I need to evaluate what works best as we move through a calss period.
For starters, presenting a positive approach towards each assignment and project. Also making sure students always feel comfortable and at ease through each step of the learning process. Keep feedback positive and developmental wherever possible. Hand out user guides and reference material when needed.
I will take more time to review previously covered material before moving on to new material.
