Reenforcement
In my classroom the learning of the classroom is reenforced by performing a related hands on skill. I would teach the function of the human heart and follow this by having the student listen to a heartbeat.
Phyllis,
this is a great pattern & strategy to utilize to help them maximize their learning from the class & lab.
Ryan Meers, Ph.D.
I also do the lecture followed by lab and then final overview of happened in the lab. The students then can alalyze their technique and they all compare their ability and try to do better for eachother rather than for me. It's rewarding to see them try to do better that yesterday and better than their classmates.
darla,
I personally think it's a good idea. It can help give you a feel for how much information/knowledge the class already has on the topic. You would want to make sure it's clear that this is not for a grade.
Ryan Meers, Ph.D.
Do you believe in pretesting over material you have not covered yet?
I also start my class with lecture, then follow up with clinical lab. THis way they already have some idea of what we are talking about rather then placing them straight into the clinical setting.
kellie,
the role plays are great, even though we all hate them, but they can help us so much.
Ryan Meers, Ph.D.
we do a lot of lecturing on what interviewing skills are.. then we actually do a lot of roll playing
Ethel,
a great idea to help them retain the information & see the practical application.
Ryan Meers, Ph.D.
I enjoy allowing the students to first learn how to read abbreviations, then have them fill out a blank prescription. After they do such exercise we do worksheets as a group with a list of commonly used sig (direction) codes, to be interpreted into lay terms for patients to understand.
I think it is very important to teach and then do. For a lot of students things don't really make sense to them until they have the opportunity to put their hands on it.
ha nie,
I agree that often the information is so much, that we don't have time to delve into the critical thinking aspects, but are just doing an information dump.
Ryan Meers, Ph.D.
I also try to reinforce what was taught during and at the end of the lecture. The problem that I have encountered over and over again is the time. There are so much to cover with little amount of time. Sometimes, we have to decide really what is important for this subject, can I really cover all this material. My personal opinion, some of these curriculum is really not realistic in the classroom to be covered esp with the time that is allocated for each subject matter.
Edward,
this is excellent & the idea can really be used in a variety of settings/content areas.
Ryan Meers, Ph.D.
In our auto training we have a related structure in which we can demostrat a skill and then the students can go out to the vehicle and show they can do the same skill effectively.
Marilyn,
this is a great idea, to use these kinds of examples & hands on opportunities in class.
Ryan Meers, Ph.D.
I agree with you. I also disected an animal heart in the class and it was amazing how close the anatomy was to a human heart.
All of my lectures are followed up by the application of said lecture. It reenforces what has just been taught
I teach speech at a culinary school so we are constantly demonstrating and then practicing what we have learned. The students love being able to apply what they have learned in their own demonstrations.
