to much information for one class
I am a new instructor at a school. I am teaching AP I and have found that some of the information included in there book is to intense for the type of students I am teaching.
I am very well organized and do read all my lecture notes and chapter material before I present it. I have been able to pick out the information that pertains to all three types of students in my class and try to relate the topics to my Surgical Tech students, my Medical Assistant students and my Massage therapy students.
Trina,
Sure. Most people like their information delivered in smaller bits, and I think retention is imporoved when provided this way.
Barry Westling
Hi Barry:
I agree the way to if there is too much information is to chop it down into components, and let students to work together in a group..that will be so much fun and each group will learn each other component in a fun and easy way.
thank you for sharing.
Srey,
Partly, I think students interest is based on what they expect, so your planning for a rich, enthusiastic, and interesting teaching period can set the stage for engaged students. Specifically, a daily quiz followed by discussion serves as a great review. Taking time for small group discussion is very effective. While teaching, allowing the stiudents to participate keeps them engaged, is interesting, and they may even retain more information when personally involved.
Barry Westling
Our career college is moving from 2 hour classes to now 4 hour class two days a week. I think this is too much info for one class in a day. Any thoughts on how to make it more interesting for myself and my students. Even I can get bored of chatting for 4 hours.???
Hi Kimberly:
A great way to reinforce a "ton" of information is to chop it down into components, and have the students work together in a group and jigsaw separate pieces of information together.
Regards, Barry
Sometimes it can be tempting to give students everything you know about a specific subject. Considering how many classes they'll take later which will reinforce or further explain the content you teach can help you feel more comfortable with a less in-depth presentation when appropriate.
I try to figure out the simplest way to relate complicated physiological information to my nursing students because they take this course early on, before they've studied the body's systems. This can help them avoid feeling they have to grasp everything at once.
Also, homework and quizzes can help add information you don't have as much time to cover.
I don't have "the" answer but I lean more to the not overloading the student side. When you lose the students, as in they didn't get the material and you move on, you lose the curriculum standards for that student as well and leave the student in a no win situation. (Either fail the stduent now to retake the material or pass them on to the next level where they are sure to fail and continue to be frustrated by their incompotencies.) But if you slow the process and add the extra material they need for backgroud hopefully everyone in the class will benefit and the one you brought up will "pick it up". Success builds confidence with a little extra you may make a difference in their whole educational experience.
I sometimes face this problem as well. I teach an English course which is supposed to cover all of grammar and basic writing in a 5 week class. I find myself struggling with the two guidelines listed in this module - meeting curriulum standards and not overloading my student. I often feel like I'm never 100% effective at both. Does anyone have suggestions for me?
