Hi Ryan:
Your real world experience is invluable. Sometimes those alternate explanation analogies can be quite beneficial, meaningful, and memorable - perhaps even to the degree that is what the student remembers and learns the material.
Regards, Barry
Hi John:
Great use of blending lecture-visual, and kinesthetic-lab.
Regards, Barry
I review the material in my power points and see if there is a way I can make a hands on labstation to drive the point home. It also helps if the projector bulb goes out I can still get the idea across by doing the hands on lab instead of the power point.
Since I teach a canned course with very specific hands on objectives there isn’t a lot I can change to the delivery.I will use other analogies to exsplane a concept, but am required to stick to the course material.
Hi Joseph:
Flexing is a great opportunity to vary your instructional methods - if you have that luxury. Sometimes, students just need a change up to break the stagnant routine. Yeah...state change!
Regards, Barry
Having ample resources for teaching allows me the opportunity to flex the instruction with several alternatives. Being able to drop back and go to the online training or directly to lab helps meet the individual needs of each class. On an exceptionally sleepy day we can change up from lecture and start a lab activity based on the same structure as the lecture. In fact I believe that some of the best teaching/lecture time can be spent in the lab while doing the task with the students. Seeing is as they say believing so when a concept which is being learned in class is actually put to work and you can not only discuss the system but show how it operates and what will happen if...this is powerful plus it changes up the day..."state change"
Hi William:
Speaking extemporaneously is a skill many teachers have developed quite well - and in a situation when that skill is called into action, they're ready.
When instructors are in class sessions that last for say, 3, 4, or 5 hours at a time, obviously a more comprehensive back up plan will be needed.
Regards, Barry
If the instructor knows the subject well enough, he or she will have no trouble thinking on their feet and changing directions when necessary. Sometimes the power point presentation is not that clear anyway, so i will ask students questions about the slides. that way i can explain what they don't understand in a different way to make it easier for the ones who are getting lost.
Hi Ronald:
Simple is sometimes the best. Back up plans don't have to elaborate surrogates for a complete lesson - just something an instructor can fall back on in a short time with little preparation, and that's realtively related to the course, topic, or lesson.
Regards, Barry
Hi Ronnie:
Great. You're right, simple is okay as long as it works for the lesson and the students respond.
Regards, Barry
Back up plans are key to keeping things rolling . I have indulged inthe bulb preservation method to engage the student by other media . I find some push back at times, but for the most part if the bilb is not working the world still turns. Just as has been suggested use pencil and paper for note taking for the white board. or use some story sharing with demomstrations the subject comes right off the pages when the technology goes away.
hey some times a back up plan can be as simple as a flip chart with a label of Qwestion of the day or split the board into two sections and do a whats good to know and what we need to know and have each student come up and place a fact on the board getting them involved is the target.
Hi Andy:
In the case you describe, that is a perfect example of when your back-up plan is needed and saves the day.
Regards, Barry
Hi Barry
Basically, I am allways a few lessons ahead of the class. I am the type of person who would rather be safe than sorry. Therefore, I always show up prepared for an emergency.
Depending on the class and participation, I have needed the extended lecture to cover the remaining time in a class or be able to start the next lecture.
Hi Steve:
I'm sure you're very careful about how you direct your students and classroom environment. Anf I believe your methods of "bulb presentation" discussion format is far advanced and more useful than single media only, such as lecture only, PPT only, etc. Thanks for your good post.
Regards, Barry
I am quite aware there are several types of personalities and I will play to all of them. Students are not required to get up front and those who do not are still engaged because it is a peer. One can never disassociate students from a class.
Hi Thomas:
I think what you're doing is a great way to involve the class. Discuss, reference the book, share a story, ask for feedback. Using the PPT to prime the pump is good, but thats just to get things rolling. Your class style seems like it would interesting.
Regards, Barry
Hi Steve:
Some students will want to hog the time while others will be shrinking violet types. We should try to get a balance of all the class engaged in the learning.
Regards, Barry
Does any one ever any push back from the students for changing it up? Our students are so use to pp . they ask for it. I don't read it word for word any how. we go off into subject then come back to its main point . seem to help keep them up. I try to relate things they do out side of school to the subject. they may think your a nut but when they get it they are amazed.
I use the bulb preservation technique occasionally. When I do, I write on the board or have students present a part of the lesson from the book. When we do this, many times the student answers there own questions as well as giving them a chance to present to the class strengthening their communication skills. Be careful, however, not to allow them to get over their heads and be embarrassed.
