One game I have incorporated into my class is hangman. This is my review for unit exams. There are two teams. If I have an even number(1-20) TEAMS ARE DIVIDED INTO 2 COUNTED 1-10. when students number is called they must compete with the same number on the other team. On the board the instructor draw two poles to start off each team. When student number is call each student comes to from of class representing their team. When question is asked the student has five seconds to correspond with other teammates. After the five seconds is up student than has five more seconds to write answer on the board. Once attention is back on the student ..they are not allowed any help. If answered wrong point goes to other team and part of man gets put on the pole. That also goes for if an answer is answered incorecctly. After complete hang the other team wins.....

How do you set up Jeopardy?

enjoyed lesson very innovative ideals and ways of teaching subject matters

This lesson provides good examples to enhance student interaction in the learning process and stimulate critical thinking skills.

How often do you engage students in the process? How do you best accomplish this? On hands,questions? Both? How do you evaluate the effectiveness of the outcomes?

I have found that using Medical Terms and making it into a scavengar hunt is a fun and new way to learn the definitions of terms.

Word search is a great method of teaching medical terms.The students find the terms and spelling is learned also. It is great for home work.

Make me a match Cards are a great way to emphasize there are more than one word to describe the same term.

Jeopardy is a great end of term assessment. Have had great success but I am definitely going to use the ball toss and Q&A relay

I have always stayed away from charades because it seems like so many of the students are not willing to participate. I feel like it would be the same with draw a term. I believe the statistic given in the module was 1 in 4 or 5 have artistic ability. That is not a very large number of students and how fair is it to make those few stand in front of the room and perform like that. Not to mention the fact that of those few how many actually feel comfortable being put on the spot. I love all of the games suggested, but I still feel like these two would just cause more stress to my students than necessary. I guess it would depend on the class. For example, I tried the football game just the other day (I do not teach medical terminology I teach microbiology but it still worked) and my day class thoroughly enjoyed it and said it was the best review they have ever had. However, my night class could hardly answer any of the questions and the game became counterproductive very quickly. So I guess it all depends on the class dynamics.

I always thought that word search activities did not really teach anything, but I guess in Medical Terminology it does help because of the repitition of seeing and spelling the words. Do you think word searches have application in other classes?

I personally don't think the pizza idea for blood gases is a good method for learning blood gases. I've been teach respiratory blood gases for over 6 years in a respiratory program. Students will not fully comprehend what is needed by this exercise.

I know not everyone would want to act out things in class, as I would not. However, this is something I plan to try--put topics/terms on index cards and put them in a box. One student draws one out of the box, and can act it out, can draw on the board, can describe it verbally, anything BUT use the term itself to try to get the class to guess what it is. My students seem to love extra credit, so it could mean extra credit for the one in front of the class as well as the one who guesses correctly.

This activity I think would be most appropriate for my class. I give out bone pens or syringe pens at the end of my class, just for being able to make it the entire course, and I could use them throughout the course as prizes for the winners, then give out the rest at the end of the course.

The point made in this module about adult students being tired in class really hit home. Some of my students have multiple kids, they may have full-time jobs, or part-time jobs, and a host of other things outside of class. My class is from 8:00 - 9:50 p.m. I work full-time in additino to teaching, and I recently had a guest speaker. I was able to sit in the classroom, and although my speaker was interesting and fun, I still had a hard time staying awake after putting in a full day at work. I really want to start using more engaging activities to help keep my students more involved, and make class more interesting.

I am really excited to try some of these games. I plan to try all of these games. They are simple and there isn't a lot of fuss to them. I actually think my students will like the games. There may be a few that will moan about it but for the most part I think they will be greatful to be learning the material a new way. Has anyone who has tried these games come across any major roadblocks or downfalls?

I have noticed with adult learners that their study habits are poor, so I have actually taken time to talk with them about some of the things that were listed in this lesson. For example, instead of just reading the material have someone quiz you and make sure that you study the material in different a different order every time because the brain will make new and different connections with every different way you study. With all that being said, I haven't managed yet to incorporate that same theory into my classroom. After reading some of the responses so far I am definitely going to give some og the games listed a try. I like the Taboo idea and the idea where I put the class into teams and have one member of the team come up to the board but stand facing away from the board and the team members have to make the person guess the term.

I am very excited to try this technique to learning in my med term class. Sometimes its is like an information overload for them and I can see them lose all focus. I think this activity will help and build retention of the information. Has anyone used this?

I think using a visual method greatly helps students when studying, especially in med term. I suggest my students color code their flashcards so that when taking a test or a quiz. They'll remember the color of the word on their flashcard which then helps to trigger the definition of it. Works for some yet not for others. I explain this to the students. I encourage them to try it.

I like this idea as a possible take home quiz or homework assignment. It is a change of pace from flashcards and gets them using another source to study or review from. I also like that it would be like a "pre-test" so they can see what areas or words they are weak in.