I make class fun. I like to be able to relate the information taught to actual real life situations. We use various material to learn the terms.
Alan, this is a great idea because it is both visual and kinesthetic. Thanks for sharing this inexpensive and successful idea.
Michele Deck
I try to expose the students not only to the material numerous times but in different ways. As an example whrn we discuss planes of the body we not only talk about them we divide the class into 3 groups. Each is given an apple to represent the body and told to draw the major body characteristics (head, legs, etc.) on the apple. They then are assigned a plane and told to cut the apple so it represents the dimension that plane defines. We then discuss the material they just learned and apply it physically to the learning exercise. This is a hit withthe students and really helps them in rembering the material.
I give real life examples and show many visuals including x-rays and models.
Joel, examples and visuals are terrific teaching tools.
Michele Deck
Angelia,it is so important to have the students see relevance. You are using this to help your learners be successful.
Michele Deck
They experience real life connection with the examples and visuals I use.
I try to capture all the learning styles with the visual aids, examples, exercises and case studeies used
When instructing adults it is of upmost importance that you engage the students and try to make the lessons "personal". I try to have the students think of scenerios that would put them in a situation that requires the lessons taught that particular week, then they are the ones who will have the chance to "stump the instructor". Constant reinforcement of important lessons and drawing on their past classes during lecture helps the students to personlize their lessons and hopefully retain the information. At the beginning of each new class i ask each student their "learning style" I let the students know that each style will be used throughout the course and ask the student to "help me help you". This is only one way that the students know that I am interested in their success.
Debie, I agree instant gratification at the first class is a motivator.
Michele Deck
Hello Patricia. I have a similar thought about subjects I've taught for quite a while. I can lecture or write notes without referring to my own notes or text. It makes the student feel more at ease if their instructor is confident and not searching for the correct answer.
I believe the students see how passionate I am about the material and they want to know why I think it is so interesting. I usually start my first med term class with an off-the-wall term, usually with up to 30 letters. By the end of the first class, the students know the parts, the definition, and can't wait to impress their families with their new language. Instant gratification works best with the students I've taught. Repetitive exercises with the students having the ability to call out answers creates a healthy competition as well.
Jodie, you are right, sometimes it feels like tongue twisters.
Michele Deck
Judith, keeping this approach will make us all better instructors.
Michele Deck
I like the "say-spell-define" idea. So many times students are intimidated by the words and the fact that they can't get the correct pronunciation right away. Often they don't even attempt to say a word; however, I don't allow them to just skip over a word. I pronounce it for them and make sure they can pronounce it before moving on. It helps that when we go through terms in class there are some that I stumble on and have to go back a couple of times to get it out correctly. I often tell my classes that I need to do tongue twisters before class so that I can pronounce all of the terms.
I like the idea of having students make up stories using med terminology. Even though I as an instructor can give stories about the use of the information in the medical field the students bring their experiences with the medical field as well. Perhaps having them give a brief explanation of a medical situation they have had before learning medical terminology and then relating it again with the correct terminology.
So that you put yourself in the place of your students and try to learn the material that you are teaching. This exercise can be a form of self-critique. It can also be helpful in showing you what is working and what is not working about what you are teaching your students.
Paul, I'm glad you see the power of repetition in your class.
Michele Deck
Lori, I like that you see the importance of getting to know your students, this does allow you to more quickly and easily assess how to help them.
Michele Deck
Since students must be exposed to new material at least six times, I constantly use repetition in my class. In addition, I help students make connections to material that was previously discussed.This is why I would want to be a learner in my class. Hopefully, it is the reason that students also want to be in my class.
i would like to be learned in my class so that my studets can easily get my lesson in a motivating and actively way so they can be able to remeber funny or akward answears.
