Crosswords and Flash cards and the students love the learning concept.
Hangman can help students learn spelling and pronunciations, and I'm glad to hear it has worked for you. Continue your creative efforts !
I have played hangman with my students. work pretty much like charades and students have a lot of fun along with learning
Emily, this is a lovely way to teach then how to use the PDR once they are in practice and new drugs emerge they are unfamiliar with...I'm sure the active method also helps them to remember pharmacology which can be dry content at times. Keep up the great work!
Glad to here you are using active methods, Lisa. You might want to have groups confer, but give their answer through one "spokes person" you pick who is not the one who usually answers everything. Thanks for being an involving instructor, I'm sure your learners appreciate it!
The activites I have created consists of crossword puzzles, hang man, and a generic type of jeopardy. I like to create things that are team based therefore I am not zeroing in on specific individuals. I will notice that some people become the "spoke person" of the group and answer everything in which I will let them know that they need to give their fellow classmates time to think and to answer the question also.
When I when I was teaching Pharmacology I created a Pharmacology Scavanger Hunt. I gave them clues to what the medications were and they had to use there PDR and nurseing drug books to identify the meds. It took quite a bit of time to prep, because I had to make sure that the clues I gave were consistant through all the PDR editions that we had. But it was fun, and the feed back that I recieved from my students was, that it really built up there confidence in utilizing drug reference texts. I counted there work as a quiz grade, and I would definately do the activity again.
Creating the situations cards allows your learners a safe environment to practice and interact. I'm sure you get great results and I know your students must be grateful. Thanks for sharing.
For my Medical Spanish course, I create "situation cards" which give a quick synopsis in English of a situation from the point of view of the Dr. and Patient. Each Dr. situation has a corresponding patient situation. I randomly distribute these and ask my students to create a dialogue in Spanish given the information in English. Afterwards, they find their "match" and play out the dialogue together.
I love that the same words are used but different inflections. What a difference that can make! The reusable concentration props are also a great idea. Good luck in all you do, Vickie!
This activity is used to teach how body language and voice inflection affect our communication skills. Students take turns being the "receptionist" or "patient" in a scenario where the patient asks the receptionist for directions to a particular office/facility. Both the "receptionist" and "patient" are given a particular voice inflection and attitude card in which they portray in drama format. The questions and response are the same every time. The voice inflection and attitude change. It can be hilarious if there are drama "queens/kings" in the class. They get the point!
I actually do create concentration games with the puzzle behind the numbers and clue cards. I use a cork bulletin board and staple the pieces on. That way all pieces can be reused. That makes it worth the effort. This is very good for review.
Georgeann, thanks for sharing your idea. I use a sheet on the floor and have them walk the path of cardiac circualtion, but chalk seems easier. Keep up the good work
Side walk chalk in the colors of the circulatory system and have the student walk the circulatory system.
Scott, I love your "question bee" approach described above. I particularly like that you ask the learners to write the questions, it is a great way to get them to take ownership of the content. Interaction is the key to learning, as you demonstrated here! Thanks for sharing.
For chapter reviews I play a game with the students. I works like this. The students are divided into teams (3-6 students per team). each team has 30 minutes to review the material and come up with 10 multiple choice questions each. They must write the question and the answer on the page.I collect the questions and each team sets up 1 individual as the player - the others are supporters. As I read each question (the player from the team that wrote the question cannot answer) the player who puts their hand up first answers the question. If he is correct he gets the point. If not another team can answer. If the second team is incorrect then the team that wrote the question gets the point. This continues as time allows. The supporters can help the player answer the question but only what the player says counts. The students have fun and it removes anxioty if it is done before a test. The learning for the students is in the review of the material.
Thanks and keep up the good work of using successful interactive learning.
I have created board games, word games, puzzles, powerpoints they can come to the board and fill in, to name a few.
Using small groups for activities make them safer for learners and offers learners a higher chance of success while teaching them to work effectively with others.
I used crosswords, bingo and jeopardy. All of these activities were in groups and they all were able to learn effectively.
The act of simulating the real job is a great way to teach the students to think. Thank you for sharing your experience with me.
