Definitely breaks at intervals. If I am able (depending on the content of the hands-on) I will put the radio on in the background.
Summarizing what was taught in the class. Having each student give one item that they learned today. Debriefing the class, asking the students for a self evaluation of the materials that they were taught. I try to mix my strategies for bringing the students to refocus. Trying to get some answers to NCLEX related to what has been taught is another change of strategy but allows the use of a different style of learning.
Stories, and practical scenerios
are great learning exercises. It also provides reference points for learners to reflect on
I'm sure you will have success if you use this idea.
that's a great idea for a short break in content...I might go ahead and use that!
Many teachers like the Jeopardy format as you can see by the number of posts on it.
I like using a jeopardy game power point.
It is helpful to spark interest and maintain
focus.
Reviewing at the end must give your students a sense of accomplishment.
Grouping students and challenging them with competitive games are always successful. We have used Pictionary, Jeopardy, power points with questions. I always start a class with telling them what we will accomplish and demonstrate and end the class with reviewing what we did. This can take some time and keeps reinforcing the objectives and outcomes.
Clinical teaching requires other skills and activities. I hope this course helped make you think of some new ones.
As a massage instructor, your content lends itself to immediate application, which is an advantage over other areas.
I usually only do clinicals, and generally don't encounter this situation too often in the clinical setting.
However, if I was faced with this dilemma, I might consider taking short breaks and have short, creative review sessions after each break which reinforce the content being taught.
I like the idea of jeopardy-style games for candy prizes and handing out puzzles related to the hands on content.
As a Massage Therapy instuctor, I get them on the table to be worked on
Laurie, I love that you have them up and moving while identifying anatomy and physiology, that makes it a two for one successful teaching strategy. Thanks for sharing!
This activity can be used with a variety of different content.
I like the ABG card game. ABG's are something that students seem to grasp right away but tend to forget 3 months down the road when they are not using the information daily. I could even encourage them to make their own version and play it during their study groups.
Teaching Physical Therapist Assistant students, one of the refocusing strategies I use is getting up and exercising. As we exercise the students are pointing put and discusing the muscles their origin, their insertion and innervation and sometimes primary funtion. This way on days with long lecture hours we are up and moving around for stimulation. We have been outside to do this activity also.
I appreciate all your positive suggestions, Paul. All in this course will benefit from your ideas. Thanks again!
Some massages last 90 mins. In that case we call the time off in 15 min blocks and we play soft music during the routine. The calling time let's the students know where they are in the routine; this forces them to stay focused and on task. The soft music calms the students and puts to sleep those on the table. This is useful because the person on the table will not distract the student working. This makes the time-span seem shorter than the 90 mins leads it to seem.
Paul
Dana, the variety in your class is part of your students success. Keep up the good work.
