I always have some small group activities available for use. Some classes respond well to lecture and class participation while others don't. For those that don't I use small group activities - this may be to accomplish a specific exercise in their text to a more open-ended question activity. Whatever the activity, I find that small groups are great tools. This is especially true if you have a wide variety of personalities in your class.
Karen
Hi Pamela:
Having a good Plan-B or Plan-C will assure that the needed information gets covered. Like your idea to write out the steps, that deviated from your plan yet achieved a positive result. Perfect example of a Plan-B (or back-up plan).
Regards, Barry
Hi Timothy:
For me, back up plans assure all the necessary material will be covered one way or the other. There may be problems related technical issues, or time issues, or student questions, too much information, (or too little). A good Plan-B or Plan-C assures what what was planned for but doesn't occur will not interfere with the student's learning.
Regards, Barry
Hi Rebecca:
Back up plans assure the students time and learning experience will always be optimal. Games are good, as are discussions, stories, case studies, and student demonstrations of learned material.
Regards, Barry
I try to have real-life examples for students to work through, I bring several with me, so that if time allows we can do more. This also gives students a chance to see why they are learning what they are learning, to see what we, as a class, need to work more on to get through the example. Sometimes I might do the example as a whole class, to gauge where more effort is needed in delivery before giving students solo examples.
I live by backup plans. Every classroom is a different experience so you never know what to expect. I take information from other textbooks and implement the information if needed. This gives the students extra exercises and more knowledge on the subject matter.
I like to engage students and have them do alot of hands on, this keeps them interested and focused.
I teach mainly computer courses, so you're bound to run into a technical glitch somewhere. In the past, I have used alternative assignments, or skipped steps if the program wouldn't allow us to do something. For online courses, if one link or assignment doesn't work, I will usually change it to another one. I've learned to try and be flexible in that way.
I will use an "ice breaker" every now and then.
Not only is it fun for the students, it also increases the level of participation in the next class excercise.
I use games as well. It help the students to get up and move around so that they won't be bored. It also makes the class fun. When you are having fun you are learning.
THE OTHER DAY I WAS GOING OVER FACIAL PROCEDURES IN MY CLASS. I SHOWED THEM A DVD, I DID A DEMONSTRATION
BUT YET THEY WERE NERVOUS ABOUT REMEMBERING THE ORDER IN WHICH THEY WERE TO DO IT. I SUGGESTED THEY WRITE DOWN THE PROCEDURE STEP BY STEP AND I LET THEM USE THIS DURING A QUIZ. THIS HELPED THEM SO MUCH THAT WHEN THEY HAD THEIR TEST THEY DONE VERY WELL WITH OUT THE PROCEDURE NOTES.
Having hands on demo and practice is beneficial to break up hours of lecture. This way students are able to practice and apply what they understand and can demonstrate their interpretation of the theory.
I haven't really begun teaching yet. I have been given the opportunity to watch others, which I am eternally thankful for. Having organized backup plans are essential but I have seen those backfire as well, and have noticed that being able to improvise and "think quick on your feet" is as essential. Some people seem to have this ability naturally, but I do believe that you can learn to do it as well, especially if you know your material well.
In teaching an evening course where the students are already energy challenged after a long day of work I found that utilizing games and group formats helped to increase and sustain energy enthusiasm and knowledge retention.
I have had these back up plans save me when technical difficulties cropped up as well.
In my writing classes, if we are having one of those "writer block" days, I'll hand out some clip art and make them write cuts lines for them and create a cartoon, or I'll start with a sentence and have students take turns adding to it to make a story. After a while, we will return to the original "game plan' once they get "re-energized."
I will honestly admit that I have never placed anything on paper as a backup. Change does come unexpectedly, and so I have had to rely on my improvational skills. I do, however see the value in having a concrete plan in writing.
Barry,
I also have found this to be very beneficial.In my nuero class students used several materials found in the common household to perform a neurological examination.It was fun and at the same time they learned normal from abnormal.I also interchange course content with power point and overheads along with just lecturing .
Hi Sara:
Very true! Students finishi up at different times, so back-up activities are a great way to address this.
Another idea is using the back-up plans regardless as a way of breaking up the flow of the learning.
Regards, Barry
I order to cover the material of the course I find it necessary to allow enough time and pace the presentation to include the main points.However, a plan B would be a decision to
spent more time on one area if the students are finding it difficult.
Hi Jean:
That's a great idea for the use of a back-up plan. One idea is to use any kind of back up as a way of breaking up the monotony of presentation.
Regards, Barry
