Hi TC:
You've made a good point about using your back up or alternate plan if too many students are absent and it's an essential skill that all need to learn. By doing so, you have provided meaningful learning to the students present while not interfering with the students that are absent.
The key is to make sure what is presented in your alternate plan is useful information and the absent studnts are not penalized for missing it.
Regards, Barry
ALWAYS HAVE ALTERNATE ITEMS THAT CAN BE COVERED, DISCUSSED OR WORKED ON. IF A DEMONSTRATION IS CRITICAL FOR THE STUDENT TO BE ABLE TO PROGRESS, AND YOU HAVE A FRIDAY THAT HAS 3 OR 4 ABSENT STUDENTS IT MAY BE BETTER TO SWAP TO ANOTHER SUBJECT, TASK OR JOB THAT IS NOT AS CRITICAL TO THEIR SUCCESS. THIS IS NOT TO SAY WE SHOULD TEACH TO THE STUDENTS WHIM AND SCHEDULE BUT IT IS NICE TO HAVE THE OPTION TO CHANGE IT UP IF NEEDED. lIKE IF A TRAINING AID IS NOT AVAILABLE AT THAT MOMENT IT IS GREAT TO BEW ABLE TO SWAP TO ANOTHER TASK WITHOUT MISSING A BEAT. AND IF DONE RIGHT, THE STUDENTS DON'T EVEN KNOW THERE WAS A CHANGE FROM THE NORM.
Hi Lori:
Can you give an example of some of your different back ups?
Regards, Barry
I coudn't agree more, I always try to have several different back-ups.
Great idea. I think try this.
Hi Stephen:
Training aids and lab sheets can serve well as back up. It's probably a good idea to evaluate the effectiveness of these resources to determine if they should be included in the regular lesson plan. Sometimes what is used in an emergency turns out to be quite helpful as part of the planned curriculum.
Regards, Barry
We can use training aids and lab sheets as part of our backup plan.
Hi John:
Work sheets are a great back up tool because they allow the student to work at their own pace, use their texts and related resources to complete the worksheets, and offer an additional opportunity for the student to think critically about the subject matter. Anytime that happens, that's a good thing. The use worksheets are not just time filler when used in this manner.
Regards, Barry
I have some additional work sheets that the students can use to keep them productive during lab if they have finished all the required projects
Usually review the lesson and/or go out side LAB area and Honds-On-Training for such as, disassemble and assemble for Engines.
Dr. Harris-Ray:
The use of hypothetical situations and case studies are good examples of methods to pique student's attention.
Back up plans are lessons, activities, or a game plan that is introduced when, for whatever reason, the planned lesson or activity is interrupted. I think about the worst case scenario that could interfere with my daily plan, and then build a fool proof activity that I know I can depend on. Examples you stated above are a good foundation.
Regards, Barry
I start out with initial lecture, followed by asking questions as we go slide by slide. If students are not responding, I give "hypotheticals" and case studies.
Hi John:
Can you give an example of a back-up plan that you use or that you plan to use based on your reading from the lessons?
Regards, Barry
We have weekly reviews that reinforce the week's objectives.
Hi Steve:
You've touched on several great points. Committed faculty will always be looking to enlarge their "tool box". I think sharing ideas and peer review are good strategies to garner feedback about the relative worthiness of toolbox ideas. Admittedly, this takes courage and openness. But the outcome can be tremendous.
The flip side, as you've indicated, is the apathetic instructor unaware, unable or unwilling to make changes, improvement, or introduce alternate material. I suspect that students pick up on this lack of interest too. Worse is when they don't - then the student is going suffer as the result.
Regards, Barry
I agree with Tim, it is important to have a toolbox of activities and techniques to use as a plan B or even a plan C. The class facilitator needs to be continually aware of the state of the class and look for opportunities to have the class engage and participate. The toolbox gets bigger by trying different things and succeeding or failing. The worst thing that can happen to an instructor is for them to become apathetic, to just do the same things course after course, ignoring the state of their class. Joe G. had a great idea with his bulb conservation which encourages the instructor to add new tools to the box. That with some type of follow up to share different methods can go a long way.
Hi Tim:
It's always amazing how much helpful information others have if they feel it is being solicited for honest and open improvement for students.
Perhaps a slightly different spin on this creative idea would be to seek both kinds of tools, ie., those that have worked successfully, and those that have bombed (I'd especially want to know about those!). Of course, not every group is going to respond the same way.
Experience is having your mistakes behind you. That is, you're more comfortable with what usually works and what usually flops based on past trials and successes.
Regards, Barry
Build yourself an "Instructional Toolbox". Open yourself up to tips from other instructors. Visit other classes and put these different ideas in your toolbox. Don't be afraid to try something different with a class. The students will enjoy the change.
Talking to my colleagues about this has always helped me to develop backup plans. It's amazing the amount of course materials & curricula out there. I stopped relying on myself to always find the best and realized that it also assists in improving relationships with fellow teachers; sharing notes on teaching (both Plan As and Bs); and considering issues I never would have thought of by myself...
