I love the example you gave.
I have come up with similar methods as the ones in the training - I have the students come up with something silly that they can associate with a word part and have them share it with the class. Example: gastro- means stomach so a student went with "gas truck" and drew a gas truck that the tank part of it was a stomach.
An activity that works well in MEdical Terminology of Anatomy Terms is to give small groups (2-3 students) a cut-out or model of different parts of a body system and let them identify words & word parts for it. Then they share it with the class and we put the parts together to create that body system. (Example: Digestive would include the mouth, esophagus, stomach, sm. & lg. intestines, etc. and each group finds terms to share for their part whether it's a specialist, condition, or whatever fits with the lesson.)
For my BINGO Game in Medical Terminology, I made a simple grid on a word processing page, label the columns TERMS with a "free space" in the middle. Then I distribute a word list that gives terms (from their midterm exam) that they may choose to put anywhere in each column. (Each letter has a different list of about 20 words and the student is choosing only 5. Each list has a different theme, such as under 'T' is occupations & practices; E- lists procedures and equipment, R - lists diseases & conditions, etc.) The key is that they have to know the meaning of the terms they use because I randomly call out the definitions and they can mark off that square if they have the term or abbreviation I call. The winners get extra credit points on their test. Then everybody can take home the word list to study for the test as well. This has been very successful!
I like this idea - THANKS! Plan to use it!
Yes, and because the students create them they will remember them.
Judy, this sounds like a fantastic tool. Thank you for sharing it with all of us!
A couple of years ago I was privileged to work with a brilliant group of physicians and computer programmers to develop the first intelligent internet-based study tool for Medical Terminology called LearnSmart. This program is a series of electronic flashcards presented to a student over each of the usual body system chapters. They are first asked to designate the amount of time or days they have to learn the new material and the program uses this to put together a study-plan for the student for that particular chapter. When they start the chapter, with each new flashcard that appears, the student is first asked to rate the confidence of their answer: "Piece of Cake," "Pretty Sure," "Unsure," or "Clueless!." After they make this selection, the flashcard will turn over allowing them to select their answer. Based upon their confidence level indicated and whether their answer is correct or not, the program then continually sorts the cards in the stack into various additional stacks that will ultimately find the student seeing those cards they are struggling with repeatedly and those they are very confident and answering correctly just disappear. I have had great success with this program with my students and would encourage all of you to check out the free trial on the McGraw-Hill Higher Education website.
I will plan to use the Whole Brain Organizer.
Thank you to those who shared that they have the students create the pictures. I think they will be more creative than myself.
Thanks for sharing this great idea!
I have not created them but have used a few round robin activities and often use an activity where students in groups will create questions and then pass their questions to another group to answer while they are also receiving questions from another to answer. This is a lot of fun. The students are all actively involved and it helps me in developing tests.
I have had students make their own games with all the rules and directions for the game. The students who really invest their time into making their game really seem to understand the content of the information we went over in class. The students games have been a variety of games, which makes it more interesting for all the students in the class.
This sounds effective to me.
In a class of 20 students, ask each student to pick any 5 medical terms from a chapter. Ask Students to check the spelling and description of the medical terms and memorize it.
Each student enacts the medical term in front of the class, while other student's attempt to guess it, based on related clues and description.
I'm glad you are seeing positive results with these teaching ideas.
I have been using Spelling Bees and activities in the CD of the textbook. After i took this course i must say the ideas that have been given in this course is excellent.
i have been using the ideas that this course has given and my students have been having fun with it.
Michael, I always give 1,2, 3, prizes (or as many places as teams) because we all win when we all learn.
I have a jeopardy powerpoint that has all the bells and whisles of the real jeopardy game. Students really get into the game and I have them use marocas to buzz in for the answer. I usually have a bag of different candy and the team that wins picks out what they want first, second place picks second and so on.
I have used Jeopardy and post it notes with the students.
It is simple to design and use.
