Hi Charles:
Good thought yet achieving a meaningful application can be challenge. How do we know what styles are dominant? How do we modify the curriculum to accomodate the differences? How do we make the transition from one activity to another (other than ubruptly)?
Regards, Barry
Shift activities for learning styles.
just like when a class first starts, content has to be 'sold' to the students. I always try to make the day's content relevant and interesting to the class right from the start, and if a significant portion of the class seems to be off-task, I will stop and try to reengage them by drawing them into a discussion of what use the lesson could be to them.
Redirect student's focus by engaging them in course's objectives - try to find out what interests them the most in the course, how it will effect their career, and give them some project that will enthuse them.
I talk about real life experiences and focus on the experiences that are relevant to their career
I like to split the students into groups and have them answer a case study and give their opinions on the topic of the case study. It helps to re-energize the students, as they are able to speak from personal experience and hear the personal experiences of others. I will also speak from my own experience about the topic, and allow the students to ask me questions.
First, you could employ one of the techniques learned in Module 105.
1) Pretest
2) Plan "B" - try visual, tactile approach
3) Redirect class content/change the activity
to reinvigorate the minds of the students.
I always worry that if students look bored, that they must feel i am boring them. However, I know that is not always the case.
I have loved many teachers, and occasionally my attention waned because of fatigue or the length of the class without a break. Usually I was not bored, but tired, or, needed a change of activity within the class. I translate this experience to my own role as teacher now and watch out for signs of off-task or bored students.
If someone is off-task, I generally ask them to read a paragraph aloud to engage them again. I may also ask that student to do a task within the lesson, such as repeat or summarize. This keeps him/her engaged as he/she must listen well to accomplish this. I always try to engage the off-task student, and do not allow him/her to doze "with their eyes open."
One teacher recently told me that he gave a warning regarding a pop quiz at the end of the class day. This is also a good way to keep students' attention.
__________________________
Nancy Lorenz-Vega
Concorde Career College
When I see that a particular student is getting off task, I usually direct a question towards him/her in a non intimidating way maybe by asking their opinion about the subject under discussion. Also by keeping a constant rapport between myself and the students, it helps to keep the students focussed. When a student knows that they may be asked a question, they tend to listen because they dont want to be caught unprepared. I certainly know I felt that way when I was a student.
If you're aware of particular areas of interest outside of class, try and integrate that into the course content to show relevance. For instance, I knew a student had to prepare a speech as a Maid of Honor, so we were able to walk through the steps she was taking in this real-life situation (I teach Speech). I've found the more useful the students find the content, the more engaged they will become.
Hi Gregory:
You've touced on some very easy to implemment methods to reengage. Sometimes it takes more effort, like changing gears from lecture to lab, but more often then not, demanding the students attention by direct eye contack , questioning, standing near distracted students, or circulating about the room can make a difference.
Regards, Barry
Change your approach or change the activity. Take a break from just lecture/PowerPoint presentation to asking direct questions or maybe a previously prepared game involving the subject matter. If you know each student well you will have more ideas on how to re-engage them.
Hi Robert:
Little things like asking questions, asking a student to summarize the past few minutes of information, things like that. Sometimes, more aggressive methods are needed. This may include changing activities to discussion, or PPT, or lab. The key is to keep students interested and active.
Regards, Barry
By showing them that you are interested in them doing well in the class. Find out from them what would be helpful to them in understanding the material.
Hi Sarah:
Small group work is great. It involves the students, they're more interested and willing to participate, and a bit more committed to the ideas discussed if they are part of the outcome.
Regards, Barry
Hi Michael:
Small group sessions help keep students engaged as long as they stay on topic.
Regards, Barry
Hi Donald:
If students expect this, they'll stay engaged.
Regards, Barry
Susan:
This is one technique that assists in evaluating reengagement succesfulness.
Regards, Barry
I find doing small hands-on group work helps students get re-focused. It gives them a chance to practice what they have just learned and also gives them a break from simply listening and instead gives them an opportunity to practice verbal, tactile or other visual means to help put the topic of discussion to memory.
If you have sufficient knowledge of the student who you observe going off-task, you can bring them back in by relating the material to interests they have previously expressed.
There are many ways to get the students back on track. When this happens you can put the students into groups and do a case study or a game type activity to keep them interested.
