In my speech classes especially, I always have activities or speaking opportunities on the backburner from which I can not only have students practice their speaking, but I can also point out discussion ideas from live examples.
My backup plans usually involve presenting the material in a new, unusual way; like instead of lecturing, have the students do a hands-on experiment.
I use different things around me - toys, games, magazines, office supplies etc to tap my students' creativity and imagination. I always think outside the box to add "favor" in what my students and I do in class.
I also take my students outside the classroom from time-to-time. You'll be surprised how this triggers the students to share infinite ideas.
Guest speakers help alot too. Students get to see a "new" face during a presentation.
Hi Laura:
One of the things that backup activities are great for are to break up the monotony of the flow of class and bring new energy into the environment. For that reason, some people like to use them no matter what.
Regards, Barry
It depends on class content, really have to get to know the students before you can determine what backup methods to use, examples would be use of videos, refer students to internet using u-tube, which has great learning videos for vairous skills they perform in their field, also use games, and other activities as well.
Hi Rose:
Right! We can use these kinds of activities as an alternate way of presenting the material to the student, a secondary way of presenting the material whcih may address another learning style (ie: kinesthetic learners).
Regards, Barry
Hi Rosalie:
Another idea about back-up activities is they can be used no matter what as a way of breaking up the flow and energy. This may work very well if a lecture is becoming monotonous.
Regards, Barry
It is essential in the career college setting that instructors have Plan B for each learning segment. They should also be skilled enough to be aware of when to implement Plan B. Methods that I have found helpful are to have games, puzzles, different writing assignments (in English, etc.) and be prtepared to present material and content in several formats to meet the differing learning styles of adult learners.
I will always have a back up plans as I know what it's like to have the initial plan fail
either by poor planning on my part and even such things as supporting presentation equipment failing.I can read my students body language if they are getting bored or don't understand the topic.
Love "ice breakers"!! have several ready all the time.
I am fortunate to be able to use many different plans...games, class discussion about a body system that effects a family member, crossword puzzles, application exercises, interactive dvds, and my personal favorite; dissections. Anatomy opens many avenues to create or renew the class' interest. Of course it is always helpful to exude a sincere interest in your topic.
There are usually some things that I can move around within the course. Sometimes when teaching with specific computer software, there will be a day when the software just isn't working properly. I've always got plan B (something else we can cover) in my pocket so that we have something else to do.
In an online environment, I always have at least one other presentation available. We use the Adobe Connect Program, and at times, there are technological issues that happen. Fortunately, that program also allows us to go to our desktop where the presentation can be viewed from there. It is very important to always have a 'backup' plan, no matter what you are doing. However, when you have students depending upon your presentation, it is imperative. I have a backup desktop, and two backup laptops available, as well as a Verizon network access adaptor (in addition to my DSL).
I use powerpoints to help explain the subject. After lecture we will use the information we learned and do a hands on activity.
Games for learning and reviewing content come in handy. A version of Jeopardy is used for one particular subject that many students find somewhat dry but when presented as a game they get very involved with the subject matter.
Hi Suzzane:
Great! Case studies or stories from the world of work are nearly always interesting and keep the students attention. These can be stretched, shrunk, or not done at all depending on the need and/or allotted time.
Regards, Barry
Hi Karen:
I think the small group discussion is effective too. It allows opinion, commentary, and reinforcement of course content in a manner that is different from other instructional possibilites. What's cool is this fosters critical thinking and original thought which are key attributes that will be needed in the real world of work.
Regards, Barry
Hi Nancy:
You've described a great example for filling time that productive and related to the topic. In this case it involves computers. But every back up plan (even those without the need for computers) should serve a similar pupose.
A good back up plan should be something that can be initiated on realtively short notice, is pertinent to the lesson, requires little preparation, and provides students with the feeling their time is not being wasted. I think your example fills the bill!
Regards, Barry
For my backup plans, I try to have an activity planned or a case study ready to bring the students back into focus.
Hi Barry
A good backup plan for additional work/change in focus (if you are in a computer lab) is to have the students google the topic to see what additional information they find, along with graphics and images. I ask them to compile 1 page of info, put their name on it, and turn in for class participation points. Students are accustomed to googling everything, so it gives them a comfortable alternative and a learning moment as well. If no backup plan is needed, I skip this alternative; they still have received the required instruction.
Regards,
Nancy
