Repeating and repeating
I understand how repeating the same point to some degree can cause some students to tune out. What do I do if I can see and feel students getting bored and tuning out with repeating a certain point over board during a lecture?
I do repeat the import topics that I want the students to know by doing it in diffrent forms. Lecture, powerpoint, games, hands-on.
Hearing this is the proverbial "music to my ears" as a math instructor. Without the repetition, the point doesn't get across.
When I'm explaining how to solve an algebra equation, or making them remember the order of the metric prefixes for conversions, I am constantly repeating the steps over and over. I correlate it to when students had to "write their spelling words 10-15 times". It seemed like torture at the time - as I'm sure you felt when you had to memorize those multiplication tables - but it was this repetition that made it stick.
I will sometimes also use the analogy that you can not pick up a basketball and just expect that you'll be able to shoot a free throw. You have to repeatedly stand at the free throw and practice ... and it takes this repetition in order to master the skill.
Can it turn to overkill? Yes, and unfortunately it varies within those in the class as to what is necessary and what is to the point of boredom. Some need to hear things constantly before it sinks, and others will have it mastered after the first iteration.
- Philip Walsh
Hi Susan!
Repetition is the key to learning! I remember how many times I had to do multiplication tables (does that tell you how old I am?. But to this day, I can do general multiplication without a calulator. I do agree that we should have a variety of approaches for positive learning outcomes for today's student.
Keep up the good work.
Jane Davis
ED106 Facilitator
I love this! I am going to start using this during demos. It will draw in the students more AND reinforce that their assigned homework studies actually have a basis the next day. I look forward to the discussions this method will spark.
I found this happening to me too. So during my demos in class I started to have them walk me through the method of preparation for the product we were making that day. It makes them stay more focused, ask more relevant questions, and stop abusing the repeat please question.
The solution can sometimes be found in the classic format of speech presentation: " Tell your audience you are about to tell them something, tell them something and then tell them that you told them something." In each expository instance you have the opportunity to introduce the subject in a new way: verbally, visually and by activity, for example.
I have my class repeat what I have just said. That way I know they have it.
Summer,
I have used this process often over the years with different age groups and subjects. The first time I used this process was with a Jr. High group and came about because I had lost my voice. The students met the challenge and surpassed all expectations. Plus, they had fun.
Later on, I used the same process with adult college students. Many students discovered they actually knew more of the subject material than they thought they did.
Rarely have I disappointed with the end results, expanded knowledge and higher grades.
Hi Julie, this is a good example and question! I think it can be applied to other disciplines where a correct procedure or process used for one outcome could possibly be used as a basis for others (perhaps maintenance and repair, massage therapy, culinary, accounting, etc.). I have even used the "transfer" technique while teaching developmental math - for example, how we go about calculating a percentage can relate to calculating decimals and fractions because they are all a proportion or rate.
Jay Hollowell
ED106 Facilitator
These ideas are great and very helpful. When I teach a stitching tecnique over and over I eventually ask the student to tranfer their knowledge and think of other ways they can use this technique. This method gives me an opportunity to repeat but to take the student in a new direction and to see the value of the techniques used in another ways. I wonder if this can be applied to other discipines?
If you start to feel repetitive, let the students take over! Especially right before a quiz, or test, I will have students individually, or in small groups, come up and teach a concept/theory/idea we have covered and that they should know. They often have a different take, and by watching students respond to their classmates often new or challenging questions are brought up. And of course, once we teach something to others, it becomes a thoroughly learned concept—beneficial for test purposes.
I have also found that sometimes giving other students who have understood the concept/idea/technique the opportunity to explain it in their own words can be both rewarding for the student who explains and the student who has trouble understanding. I do sometimes run out of ways to ask the question differently and having a student rephrase it in his/her own words sometimes helps.
i repeat a few times then if they are abusing me i stop, then they relize they should listen up
Hi John! Asking the same question, but in a different way, is an excellent reinforcement technique as well as asking questions about previous lessons; may I suggest taking it one step further? Ask a question or two about the upcoming lesson, even though students may not know all of the answers; it not only sets the stage for new information and hopefully creates interest in what is to come, but it helps to maintain a continuum of learning - previous, current and future topics that relate together to build knowledge.
Thanks for your input,
Jay Hollowell
ED106 Facilitator
Hi Don, rephrasing and repeating the point verbally are, of course, tried and true methods for helping students comprehend concepts. Ironically though, there are several ways of doing it. In fact, providing a relevant example, as you mentioned, is a type of repetition as it can reinforce the point in the student's mind. Sometimes, getting a student volunteer to rephrase your point to other students, or give an example of their own, helps.
Thanks,
Jay
ED106 Facilitator
Being in a technical field sometimes I find that rephasing or repeating the point doesnt always work. I find that sometimes giving an example of something they may of already experinced or seen might help make them understand the point.
I have found that stating the questions in optional ways can be repetitive but students often think it is a different question. I also like to "back track", asking questions from the previous lesson at random to see if they have retained the information.
Thanks for your suggestion, Bob! Chaniging the tone and rephrasing the topic while repeating both help to ensure that the topic remanins fresh while the repetition builds retention of information.
Jay Hollowell
ED106 Facilitator
In doing the repeating & repeating what I do is change the tone of my voice & rephase the statement.
