Methods to develop backup plans
We will run a bulb preservation day where instructors are encouraged to turn off the projector and use the printed material and the boards to run the class. This is good practice for the day the bulb burns out or the cumputers crash, the instructors know the material is all about getting them to pass this knowledge on.
Alan,
Great! Backup plans are usually not so difficult to create, but merely take some effort by the instructor to plan them and gather whatever resources might be necessary. It is always better to have more than less when it comes to class content. Also, sometimes, an unexpected need to change up the flow to keep students engaged is beneficial, and that's where a good back up plan can be used.
Barry Westling
I always try to come to class with additional assignments that might be better suited for that day's session.This way I've given myself flexibility. If there's extra time, I might throw out a new assignment and break up the class into teams to work on it. If they don't have time to complete, it could be added on for the following session. If it's the first time teaching the course, I write a diary of what was accomplished after each session. This way I'll be better prepared the next time I'm teaching that course.
Shawn,
You've prepared well. I think courses with computer-related or program-specific subjects can always find additional topics to work on because this category of technology is seeemingly endless. Has anyone really mastered all aspects? Good job on your back-up plans and good post!
Regards, Barry
I have a couple of backup plans that are "natural options" in my course. I teach introductory computers, and I really the entire spectrum of computer literacy in my room.
The main curriculum is based on an online program that guides students through using office applications. My more advanced students often finish their workload a day or two ahead of the less comfortable students. For them, we have a few backups.
1) Traditional bookwork - we have some books that go over individual applications that expand upon the online programs lessons in a very hands-on way.
2) We have a keyboarding program available to our students. As technology continues to infiltrate and influence the world, faster typing and 10-key speeds are skills that nearly everyone can use.
Having more than one backup plan allows flexibility - if a student is proficient at office, they can improve their typing; if they're typing 50wpm, they can brush up on some of the more intermediate or advanced capabilities in the various office programs.
Hi Marivic:
For me, good back up plans are activities that can be intiated on relatively short notice, are generally related to the course topic, are very low tech, and engage the students so they don't feel like we're just filling up time.
When technolgy is not a problem, internet sraches or discovering links to pertinent calss informaion can be a good activity when you have an extra 20 minutes before class ends, or when some students are waiting for other students to complete another activity.
As you allude to, discussion is always agreat back-up activity, too.
Regards, Barry
I usually try to reference the book and use examples from the teaching resources available when trying to explain content that may be difficult to comprehend. If I find that students are still struggling with the material, I find and prepare additional handouts or visuals from my own resources while personalizing the content based on the questions fielded previously. I also find that it is helpful to tie in any personal experiences related to the material in question- it seems to help the student make the real world connection.
Hi Thelma:
Great. Mo' better (sic).
Regards, Barry
Hi Thelma:
Good planning, Thelma! These describe great examples that seem to be perfect for your topic area, and they are conducted in the spirit of what back-up plans are all about!
Regards, Barry
I also relate the information to outside experiences. I will tell stories of personal experiences or ask students to share a personal experience that illustrates what we are discussing.
I always have information on a related topic we can move to discuss if we get bogged down or the present topic seems boring. I teach English composition and literature. Sometimes I will rescue a discussion by redirecting the discussion to a different author, poem, play, short story, etc.
In composition I keep handouts and quizzes that I can use to check comprehension or to introduce another aspect of grammar. If students don't understand a specific mode of writing, I will direct them to another example of that mode of writing. We will discuss the essay or short story and see how it fits the mode and how the author makes his story or essay "work."
Hi Caroline:
Great. I think good back up plans also provide a means to provide cogent lessons when the regular resources are not available, such as the overhead, computer, LCD projector, heater/AC, etc. Something that'll pertain to the course that can be put into place in a short time seems to work best.
Regards, Barry
I have 3 weeks of material laid out and extra material if there is extra time
Hi Ann:
Good. We have to remember that the student enrolled in the program because they had an interest or desire to work in that trade. As often as we can keep bringing back the lesson to the basic thing they're in school for, the more interest and enthusiasm they're likey to display.
Regards, Barry
I have used that technique. It works well to make the student understand just how important the procedure or the lecture is for them to know and know well. The student seems to try even harder to get the knowledge if they can see where they will use it in the field. Many times it has brought up other techniques or very relevant questions.
Hi Kimberly:
Back up planning should be just as much a part of the lesson plan as the main thing planned. As you stae, it doesn't have to take a lot, but some preparation is needed.
Regards, Barry
I think that is a great idea! The students will be challenged, as Barry stated, to think outside the box. I think this can be a good group discussion also.
Hi Christine:
Good. Another idea might be for you to propose "what would you do if you had missing ingredients?". This might get the students to think outside the receipe box and could lead to some interesting discussions. All it would take is very little planning on your part.
Regards, Barry
Hi Kimberly:
People like stories becasuse, as you say, it's something they can relate to. It helps retain the point you're trying to make too.
Regards, Barry
Because I teach at a culinary school I instruct in two main ways, lecture and demonstration. I try to always think about how lecture can be interwoven with demo to better engage students who learn be seeing or doing rather than hearing or reading.
