I think it is always a great idea to have a back up plan. The students are human and so are we, the instructors. Sometimes material that we think is great and exciting will fall flat and the students lose interest quickly. As a good public speaker and educator, I try to read the cues I am getting from students. Maybe I am trained this way because I use to teach at the high school level. If their eyes are glazing over and heads are on their hands, I quickly change it up. Playing a review game of material covered or putting them in groups works well. You can present the same material, but let the students run the class. I know this concept terrifies some educators, however, I truly believe this is the best approach for engagement. These students are kinesthetic learners- that is why they are here at career schools. Keep it interesting. I always carry cut up construction paper to use as bingo chips. The learners can create their own bingo card with vocabulary terms. Then give hints. Test their comprehension...and it is ahhhh...FUN.
Stephanie,
Great examples. Good back up plans can definitely be supplementary course material that could just as easily be substituted for the planned course work.
Barry Westling
Most of the back up plans I have had consisted of extra activities that go along with the material being taught. case studies, group activities, etc.
Peggy,
It's interesting that students relate to and find interest in stories. Sharing past experiences, both good and bad, or situations and circumstances helps keep attention and focus, and may drive home a point as good as a formal lecture could provide.
Barry Westling
Going over the content and if it's not clicking (aha) apply it to an experience or real live scenario, or case study. Make it more "real" and relevant.
Wynell,
What a great way to promote thought and also fill time with productive activity. Sometimes I stumble on an idea as a back up plan that turns out so well I end up using it all the time. This sounds like it might fit into that category.
Barry Westling
One class I teach has some critical thinking questions at the end of each chapter. These are very handy to use and pass out at random. It is surprising the different responses students will have. These also provide new insight on old problems. And the students feel like they have added to the class with their answers.
Best wishes, Wynell
Lilia,
Yes. I believe whenever we can involve students in the instructional process, it's a more enjoyable experience, students are more engaged, and they tend to retain more of the information as a result. This is also a great example of a simple back up plan that can be implemented as needed on a relatively short notice.
Barry Westling
I like the idea about grouping the vocabulary then having a discussion about the like terms.
You should always be reading the students involvement and if your original plan doesn't work trying something new and fresh might spark their interest.
Donna,
Great way to plan an effective back-up. Discussion usually yields good results with students with them feeling like they learned through the group process. I use video's but I try to limit the time to only about 10 minutes if possible. Otherwise students begin to lose interest.
Barry Westling
I like to use videos and then a class discussion afterwards. This will depend on the type of course being taught. At times I also use the media. The evening news has a segment concerning health, and the question I like to ask is, "do you think this topic will relate to your career?".
Everyone usually becomes involved and the answers are quite interesting.
Jason ,
The beauty of technology! Having another "voice" in the classroom via video clip is a great way to keep and hold interest. My library also has hundreds of DVD's that are related to my subject area, and serve a similar purpose. With either, one caution I've found is if they're too long, students will still get fidgety (at times). Breaking up presented material into shorter segments seems to help keep student attention a bit better.
Barry Westling
I often try to find video clips of others teaching the same information and have them at the ready. If when visually assessing the response to my lesson among the students shows that they are not understanding the material or are getting restless I can throw on the video and the change of pace and mannerisms of someone else teaching the material can sometimes help the students. After classes I also will let the students know where to view any clips I didn't have to use as a backup, that way it can reinforce the subject matter for anyone feeling they could benefit from it.
Mark,
These are good examples. A think a good backup plan is an activity that is relevant, can be easily and quickly implemmented, and is non-technical. Students should feel their time is being wisely used and not wasted by "time-fillers".
Barry Westling
I use PowerPoint presentations frequently and try to incorporate some online learning. We often have problems with internet connections in my classroom. I try to keep relevant case studies or equipment demonstrations on hand just in case.
Ethel,
This sounds great. Activities that involve students and require their participation are always going to be more meaningful, as more senses are involved, students are more focused, and the results are better retention and understanding of needed information by students. And variety with frequent change ups contributes to keeping the students attention.
Barry Westling
I usually have handouts prepared so that the students have visuals to understand the subject matter. I also like to stop and do an hands-on lab to put a bridge between them just getting a lecture; simply to make it fun and make them want to learn more. With the handouts and hands-on lab they become relaxed and are more open to the topic being discussed.
Gracie,
Yes, students like stories and games (we're all kids at heart!). The hidden secret about games is they often require critical thinking and problem solving parts of the brain and as a result, better retention and long term memory is improved. Having more (vs. less) prepared material is just good planning, as lots can interfere with our scheduled lesson and related activities. Also, sometimes it's just beneficial to take a break from the routine to help keep students engaged and interested.
Barry Westling
I always over-plan my lessons. That way, if something isn't working or it doesn't take the amount of time I thought it would, I will always have something else to do with my students that is meaningful and will benefit their learning. Vocabulary work is a must with English, and there are many ways of working with vocabulary. Students love to compete and play games in class. Sometimes when they do that, they don't even realize they are learning. So, it's always good to have things like that up your sleeve.
Raymond,
This is a great routine, consistent with with responsible planning.
Barry Westling
