Margaret, it is a wonderful idea to ask for feedback immediately so you know if the activity was liked and effective.
Michele Deck
Most students are receptive to the activities I've used in the past. They are even more receptive if there is something in it for them; that is, candy, stickers, extra points. When the activity is over, I ask for their feedback, especially if it is new, and I observe reactions and comments as they return to their seats. It also gives me a good idea of the success or failure of that particular activity.
Cheryl,
With four students, I create two groups of two. After a few classes, I mix them around to be two different groups of two. If you have 2 teams, you can use competition.
I really like your game suggestions and can't wait to implement some. I have used jeopardy for reviews and I usually have positive feedback. Bingo and timed matching games using flash cards have also been positive learning experiences for the students. The one disadvantage I may have in the near future is that my class for terminology is only going to be 4 students. Maybe someone can give me ideas on how to implement some of the team games with a lower population of students. Thanx!
Sandra, I'm glad you got a positive response.
The students enjoyed it when activities were introduced in the class. Also, the class was energized. I have used the relay method, but I allowed the students to work together first so that they can learn from each other and those that are not as prepared for the topic will not feel isolated when asked to answer a question.
Barbara, thank you for sharing how you relate their attitudes to how it will be relevant on the job after graduation. That is a wise approach.
The responses vary from excitement and eagerness to participate to disgruntled and unwilling to participate. I try to get the ones who act disgruntled or unwilling to play to realize that there are going to be other "activities" or "procedures" that they may not care to do when they get into the field of healthcare, but they will need to know how to adjust to those times and do "what they are called to do". This teaches them the importance of being willing to show respect or act respectful and show tolerance to others who may look, act, believe contrary to their ideas/beliefs.
Now, on the positive note, I have found that after the class participates in the learning "games", there is an overwhelming responses of "glad we did that, it was fun, it helped me to learn."
Jaime, whatever works is what I use, even if it is a throwback to grade school.
I have used the ball toss and a Jeopardy type game. When they have to compete against each other it goes over very well. They are more intent to get the right answer because it gives them the "my team is better" back to grade school type feeling.
Thanks Dias.
I am agree with you. Terminology very hard because that are completely difference language.
Luring learners is a strategy that can br used occasionally to motivate.
That's been the best way to lure my students to participate, and at the end even those more reluctant enjoy the games.
I agree that games can be a time waster if they do NOT involve learning content. The ones I shared in this course are all interactive learning activities, not games.
My students have told me these games are for babies, they didn't come to school for this or they don't feel like doing this.
I agree, incorporating these games into the lectures and reviews has greatly helped my students.
My students love to play Jeopardy! This is also a great way to review the material and have a little friendy competition.
My students really enjoyed the matching game. Where you divide the index cards with half of them having the meaning and half having the word and then they have to find one another.
Ehab, the during your game students are learning in a way that is fun and they don't even realize that. That is the beauty of a learning game.
I love to use surprise, too!
