Suzanne,
Great. This should be a good way to segment topics while still covering needed material, but also make your classes a bit more interesting. Studies show students retain more if information is given in shorter spurts (as long as they come back and review the material within 24 hours).
Barry Westling
I like the idea of "chunking". My class runs for 4 hours and I really struggle with trying to fill up the time.
Mitch,
Some schools hold instructors accountable for activity thats productive the whole period (due to federal financial aid, VA, or other accredition requirements). Another good technique for longer classes is "chunking", or the process of breaking up the class topics and delivery into chunks, or small bits of information provided, then moving to another segment. Moving back and forth between chunks provides variety, keeps students interested and engaged, and ultimately the same amount of information is covered. This technique is especially valuable for longer class periods, with students often surprised by class time that seems to fly by.
Barry Westling
My classes run almost 5 hours. I give 10 minute breaks about every 2 hrs. I find that an early out (10-20) min. is a great tool and stimuli for the students. It catches them by surprise and we still cover all of the material, have thorough reviews and comprhensive assessments. I am using formative and summative evaluations during class a pre assess time and then the summative assessment at the end of the class. I don't do an early out every day once, maybe twice a week and the students response is over whelming, especially on Friday.The course content and proper delivery is priority, but a nice slight early out is a real motivator and surprise. I will tell my class " OK class we can stop here for today, but I want a thourough review of the material covered. If tests or homework is due the next day I will tell them that I expect a solid performance. Most of good, impressionable teaching comes from the heart of the instructor. A good blend of evrything we have covered in these segments, plus your own delivery, experience and style plays a pivitol role in whats retained. The come the summative assessments that reveal just exactly what was retained and what wasn't. Mitch Becker
Leslie,
Yes, it's important to use the time fully and productively. Spacing out segments of instruction is beneficial since too much time on one activity can potentially lose the interest of some students. And students notice when there is dead time, or activities that just fill time. Students know when time is less than productive as much as the instructor.
Barry Westling
