Hi Gloria:
Good. Whenever we can get students to ask questions we are really applying critical thinking and analysis skills to assist students retain information.
Regards, Barry
Since I teach art classes I find that suporting my written handouts with visuals help to encourage questions. They ask questions on what mediums and techniques were used. These questions help lead me into demonstrations.
Hi Charles:
Good idea. I like your personal stories technique. Bassically, people like stories especially if they're interesting and pertain to the subject matter. Giving students an opportunity to reflect or respond also subtley promotes critical thinking and application to their profession.
Regards, Barry
Hi CHarles:
Great! Group anything develops critical thinking, interpersonal skills, and reinforcement of necessary information. All these attributes are beneficial to students.
Regards, Barry
Hi Laurie:
Good! Unusual, interesting or humorous exercises and assignments can assist the student approach these alternate assignments more readily vs something boring they're simply asssigned to complete.
Regards, Barry
Hi Jae:
Our technological classrooms do p[rovide a lot of opportunities for technical goof ups or things just not working right. Wasted class time, and valuable student learning can be sacrificed unless we can quickly shift into another gear under these circumstances.
Regards, Barry
I have at least three methods of material delivery in my classes. one is powerpoints. I try not to rely on PowerPoints too much though because I think they get boring. I also rely on myself relating personal stories that relate to the material. Finally, I have exercises that I give to the students and allow them to work in groups to fiigure problems out. I llike this method the best because it allows students to use their knowledge of the subject and teach others.
I always am prepared with group exercises for the students. If the class gets restless with my teaching then I have them teach eachother. I hand out exercises that challenge the students to think deeper about the subject matter. In other words, I may not have taught a concept yet but I give them exercises involving those concepts and let them think about the problem and come up with potential solutions (this is a Math class). Then I let them discuss it among the group that they are sitting with. This way it allows students who may already know the material share their knowledge with others rather than get restless and bored with my instruction.
As a writing teacher, I try to have a selection of excellent read aloud material, relevant media (such as Victor Borge's "Phonetic Punctuation"), and fun activities (word puzzles, MadLibs). I'm always glad for an opportunity to fill in with these kind of activities, because they break up the usual lecture and worksheet routine.
I've had to be more flexible with my syllabus due to computer A/V issues that occur on occassion. If there is an A/V problem, I can easily lecture without PowerPoint and do not always count on the use of it. I also bring industry experience to the lecture, as well as asking students to bring their work examples and observations to the lecture.
If I had a movie planned that has been borrowed by another instructor, but now cannot be found, or if the A/V is imperitive for a student presentation, I may just have to hold class in another room.
Hi Gerry:
Your back up plan isound and is probably one of the most effective ways that students can learn in many situations. It's unfortunate you have limitations put on your delivery approaches. But your back up plan sounds great to me!
Regards, Barry
We are extremely limited in what we can change. We must use the "approved" Powerpoint. We cannot alter it in any way. We are not allowed to use any material unless it has been approved by our home office. I have put in requests for changes and had them take over a year to be approved. It doesn't leave you much flexibility. Luckily I am the one who wrote the original textbook we use and designed the powerpoint. My main backup when things aren't getting through is demonstrations. If possible I will sometimes break the students into smaller groups to work on topics, then have them report their results.
Hi Raymond:
Sounds like a good plan. Of course, access to the websites and text is required. I ask (rhetorically) what if students don't have their textbooks or computer access (those darned things are down again!)? So, just to illustrate, back up plans include what can you do when what was planned cannot be completed? In the electronic classroom, technology can be both a blessing and a demon, eh?
Regards, Barry
Hi Justin:
Keeping students minds busy, ingaged, motivated, and productive are among the challenges we face. It certainly takes special people to be good and great teachers.
Regards, Barry
I have tried this twice and it would not allow me to finish much less post.
In developing back up plans it very important to take into consideration the size and time of the class. Since the culinary classes are very production oriented it is important to have more material for larger classes and also to be able to modify that same material so that students do not have to little or to much to accomplish/learn in the alloted time. Also the time of day plays a large role in the motivation and attention of the students. Early students are often sleepy, lithargic and disinterested in putting forth the effort especially if the class is slated to start with lecture. In this case it is often more productive to do someting physical that is related to the daily assignment before expecting the student to be attentive during lecture. Classes that are offered later in the day pose other challenges in regard to students coming from or thinking about going to work as well as other non education related responsibilities. In all cases the ability to read the class comes with experience and is constantly changing. Curriculum and instruction has to be a living/changing process.
When discovering that I may be short on time to deliver information to students, I'll assign a reading assignment from the textbook as well as have suggestions on how to access websites that I have checked out in advance (that contain information that related to the subject being taught). The following day I will touch base on the information that was not delivered.
Hi LE:
Back up resources as you've described are a great idea. One important point is when a back up plan is put into motion, it's usually because what was regulary planned cannot be accomplished for whatever reason. So, the more low-tech, easy access, ready to go with little preparation the back up assignments can be, the better.
Reagrds, Barry
As a backup plan (and self preservation move) I normally have information ready in the form of extra lecture material or some related video that I can use to fill some time. If things are running long I cut out the extras. If I have a lot of experience with a particular class, I normally have several exercises that I can use to fill in gaps. But on classes that I have not taught several times, I normally prepare a longer than necessary lecture and cut it down as I go. I find it easier to shorten than stretch.
Hi Maureen:
Sounds like a good balance of resource materials available for back up.
Regards, Barry
I am a chef-instructor so my classes are generally action packed for 2 hours and fifty minutes each day! We use review sheets that the students access themselves. I am always available to go over the students sheets with them. If my kitchen was unavailable for a day I would have plenty of class related material that I could present and have a very interesting class.
