Hi Bernard:
Seems like that works well for you. Good back-up plans would also be some activity that you're able to pull out when plan a, plan b, and plan c all arn't working, available, or interrupted in some way. That's when you'll be glad you have something relevant you can always count on.
Regards, Barry
I plan out how my class will go; usually I start with lecture, followed with some training aid activities. If I notice that the class appears to be tired or not receptive to a lecture I will begin with a discovery activity with the same training aide that I had planned as the second portion of learning. The design is so that either way will complete the lesson successfully.
Hi Thomas:
I think anything interactive such as you've described is going to work and keep the students interested.
Regards, Barry
Hi Thomas:
In most classess, the teacher has to be regarded as the expert. Of course, they don't have to be a walking textbook - in fact, that's why we have the textbooks, to back up the core knowledge.
Regards, Barry
I use interactive scenarios that couple the course material with my experience in the industry to show live examples of the learning materials. It usually gets the students more interested as they do not know what to expect from one minute to the next.
Hi Misty:
It's good to be prepared to alter your tone, timing and tenor.
Back up plans can help when what you want to do is just not accessible whether it be a resources, tool, individual instrument, or whatever. So, good back-up plans cont on the day that a key something is missing. Then, that's where appreciation for having a backup plan will occur.
Regards, Barry
Hi Edward:
Very cool! Games disguised as learning tools are very creative and often get students learn and have fun. Sometimes, time and prparation occupy the exercise and therefore can be a barrier to their use. But when it's used - great!
Regards, Barry
I have mutiple activities ready that vary in how challenging they are to meet the needs of the different levels of learning.
While going over the information, if I notice the students getting bored, I'll mix it up with a review of what we covered. Sometimes in a"Jeopardy" style game. I've used "Charades" already. The students were a little shy at first, but in five minutes we were having a blast. Picture a student acting out "trans-axle" or "U-joint".
Hi Joe:
Great! It sound like you're very sensitive to how the "flow of the class" is going. I think instructors who are willing to "tune-in" to the pulse of the class and adapt the lessons end up getting better student participation and interest. Of course, that result is likely to produce better prepared students.
Regards, Barry
Anaysis of the materialis again key. By Developing appropriate delivery means and knowledge of the material, an instructor can start off with the poweer point, board etc. If interest wans, demonstrations, exercises, question and discussions are easily generated to redirect teh enthusiasm. Some material will always be more exciting than other subjects. the real challenge is to not be stuck in a rut and develop new approaches playing to the strengths of both the instructor and the learners.
Hi Armondo:
Super! Having a plan that can be varied as needed is probably optimal - especially if you have access to many (all) of the training aids and demonstration equipment you need. Still, blocking out specific assignments that can be introduced in an emergency or on short notice would be a suggestion I'd make.
Regards, Barry
Training aids anmd field experience help us with any back-up plans we may need. We are blessed we have a full lab area to demonstarte every aspect of the automotive field we speak about
Hi Ronald:
You've found a good use of time management to effectively benefit your students. This kind of sensitivity to the realities of behavior by students can often lead to better student outcomes.
Regards, Barry
Depending on what Class I teach if I find my students tired due to I teach the 6 to 12:15 AM class I will hold off on the lecture untill after first break and put them into lab and have them take out there study guides on the subject and have them get in groups and work together . I find they wake up and they have fun this puts them in a good position menttaly and physicallyand gets them ready for the lecture.
Hi William:
You've listed some good alternative activities. As instructors, we might ask ourselves "if there is value in doing an activity as a back-up plan, why not consider doing the same or similar activity as part of the regular lesson plan".
This is a rhetorical question intended to stimulate thought about the value of variety introduced into lessons and class sessions. Our creativity will be appreciated by students (even though they don't always express it.
Regards, Barry
Case studies or mock scenarios, reference material to look up or if possible I take them out to lab as a state change.
Hi Courtney:
Great examples! We want to convey needed information. Normally, we have a variety of tools available to us to deliver the needed information. So, since there are a variety of methods available to us, selecting alternate measures as a back up or emergency plan are useful planning tools by good instructors.
Regards, Barry
It will always be the case that equipment fails, sometimes it can be fixed immediately, but other times we need to substitutes. For example, in the event that microscopes are not working properly, I like to have powerpoint slides that will show examples of what the students would have seen. This interaction keeps the students interested in the material and will prompt questions and discussion.
Hi Cindy:
Your hands on and group activity are both activities that will contribute improved student learning and material retention.
Regards, Barry
