Hi Donald:
Having a Plan-B and Plan-C is always a good idea. One simple way is to think about past experiences from the real world of work, and be prepared to share a story or two to illustrate a point. Students like stories - nthey're interesting and help keep the attention span on the topic as well.
Regards, Barry
I like to plan my class hour with at least two activities that are "side bars" or things that are interesting but not required. That way, If I have extra time, I am ready to put the material in. If I am running over, I just don't use it. In a Powerpoint, I hide these slides and go right over them in sequence, or I unhide and use them if the time is available.
Course content should be applicable to the student's practical needs for career and academic achievement. A balanced approach of using both theory, examples, discussion, and experiential activities helps to define the material to students in many different ways. The challenge provided by student evaluation should encourage students to learn and retain the material in their own understanding.
Hi Teresa:
One thing we could also do is have back-up activities. In addition, we could have back-ups and use them regardless as a way of breaking up the monotony of the learning environment.
Regards, Barry
By understanding the entire program layout of what are the next classes to come after yours. Certain subject matters are taught in more detail as the course moves on so we can just give a glimpse of things to come in say an intro class.
Jean, Barry--Nothing can replace previous teaching experience for a course. But when I enter into a course that I have not before taught, I make sure that I have enough material to be able to touch on the four different learning styles. Now, if I find that all students "get it" after I've gone through material in two or three different ways, then I can move forward. And if someone sees me after class that I mistakenly assumed "got it" during class, I break out the unused material.
This technique is also good for students who get the pre-test "willies." "But we're not ready for the test just yet," is a phrase I often hear. First I'll repeat the previously covered material and ask for specific confusions. Next I can play my Ace: the material that I had put aside, not yet covered.
Hi Shawn:
One idea to help with this sort of problem might be to create one or two back-up plans that can be brought out in the scenario where you've run out of material to discuss.
Regards, Barry
I like to have additional materials in the form of critical thinking activities and interactive study activities to share bwith teh class. I also leave room in my syllabus to speed up if need be.
The first mistake that can be made is not determining the object of the course. I believe the first question that a teacher should answer is why are we giving this course. The second thing that a teacher has to determine is what are the demands of the course and do the students have the necessary background to successfully complete the course. Once these questions have been answered lessons plans can be created that are at the proper level of difficulty and meet the object of the course.
I always like to be over prepared because there's nothing worse than running out of things to talk about and then the teacher looks unprepared and then the students think you're unprepared. Usually I'll have handouts or newspaper articles related to the topic or something fun like a review game that gets the students up and moving.
I often teach more than one section of a course. Every group is different, so I never assume that one size fits all regarding course content. I usually begin with a pretest or a writing example to assess where they're at. I also rely on review strategies, such as vocabulary team competitions, for times when things move too quickly or my lesson falls flat.
I like to connect the dots between the course content and real life examples that give the students motivation and purpose for the theory we are covering. I can gauge by student response whether I need to shift gears to plan B because either they are struggling or they are becoming bored because they already understand it.
I try to break an hour long session into 3-20 minute units and then I plan for 4, that way I always have more to do than time allows. If I don't get through all four units, then I have one ready for the next day.
Hi Paul:
This is especially true when we are discussing a career based course. In that type of scenario, it is important to select the material that would best facilitate the student's understanding of only what they need to know, and not necessarily every single aspect they may encounter.
Regards, Barry
Hi Dionne:
An additional thought might be to selct material the can be related to real world scenarios as much as possible. However, that's not always practical (as perhaps with a subject like calculus).
Regards, Barry
It's always good to have more material, you never know what direction the course may go in, so you wnat to always be prepared. If it's an application class always have additional more challenging assignments ready for those quick learners.
I have found that having additional handouts and activities is very helpful. Sometimes we use them and other times we don't. However, having the materials ready is very important and useful when needed!
Hi Sabrina:
You describe an effective approach. By using a variety of approaches in the teaching, we can address every type of learning style.
Regards, Barry
Hi David:
Great idea!
To be more broad on this module, we can also use a variety of media to address every type of student learner: visual, audio, and kinesthetic.
Regards, Barry
It is better to have more content available to emphasis key points than to have to come up with something just to keep students engaged. Being prepared with additional resources will allow the more advanced students an opportunity to work on enhancing their skills while the rest of the class is finishing the primary assignment.
