It can often times be difficult to determine how each student will receive each lesson. I try to have extra worksheets and projects for each chapter covered just in case we complete the days topic and have extra class time.
I also explain to the class that the topic outline handed out to them on their syllabi is "subject to change" in case we move at a different pace than expected. If we do not get to cover all the material that was scheduled for the day, I may send then students home with some extra studies or pick up the next class where we left off!
I think the key to this is to always be prepared!!
Hi Deborah:
Case studies are good. They make for an opportunity to induce dialog, commentary, and discussion. And I think students like stories. They're memorable and hopefully, we can make them interesting.
I too kkep a file of "fillers", but I tend to use these for a different purpose.
Regards, Barry
I must give a minimum of one-hour "Live Chat" online two times per week. I always make sure I have prepared enough PowerPoint slides. Additionally, I always have a small case to read to them if I find that I am under the hour minimum.
Hi April:
There are different kinds of back up
plans.
One might be for when the instructor is absent. Another is for what you have planned can't be presented. Yet another is when there's time lft over and you want to fill it with something meaningful. In each of these scenarios's, a different kind of activity is good to have in ready should it have to be used.
Regards, Barry
Hi April:
Good back up plans are used when for whatever reason what youhave plkanned can't be done. zDiscussion, review, sutudent presentatations are among my favorites because they require little preparation, are low tech, can be intitiated on short notice, and are directly related to the course topic.
Regards, Barry
Games are always a great attention getter. Not to mention games can assist students in retaining information. In my courses we use games such as Taboo and Guestures when discussing verbal and nonverbal communication.
I have found that having a back up plan is always necessary. When I initially began teaching I did not think a back up was needed until I was presented with a class that did not respond as the others did. I was accustom to students jumping into discussion and not having to pull information out of them. I realized they needed a different tool to assist with their learning.
Always have some kind of learning game ready in case it's needed to fill time. A relevant word search, crossowrd puzzle, or something like that can be useful. Or, have the students come up with questions and then they can play Jeopardy or Family Feud to come up with the answers.
I always have board quality case studies ready for backup. This keeps them engaged and focused on the material needed to pass the National Board test.
I will typically prepare additional, supportive material that relates to the current topic, or serves as a refresher to recent topics to cover during class if time allows. Even if we do not have time to cover it during the class, it is still included in their files/handouts, and those who utilize the materials benefit.
I often will have a plan B for media difficulties. As for instructional issues, I find that if I am having difficulty "reaching" a student's understanding the use of a fellow student is often more successful. I tend to shift from instructional leader to facilitator of group work.
I have many instuctional videos that are very effective and topic related. I have the option to incorporate these videos as a backup if needed. Also, I use group arrangements to allow students to assist each other in learning the materials presented.
I often segment each of my lectures into 3 separate categories: Plan A for a "beginner class" Plan B for an intermediate class and Plan C for an "advanced class". Each will cover the same basic materials but at a different pace and with a different type of learner in mind. I often have a good feel for the dynamic after the first class and can start to structure around the types of learners I have. It is not uncommon for me to start with a beginner plan and quickly move the class to a more advanced plan.
Hi Gerald:
Good plan. Something simple, easy to implemment, low tech, and relative to the course (so students don't feel like you're wasting their time).
Regards, Barry
Hi Gregory:
What would be cool is mini lessons, each with their own PPT/lecture/discussion, and practiacl session (as applicable), followed by the next mini lesson following the same format. There'd be variety, attention and involvement by students, and methodically, you'd move forward through the course. One mini lesson could serve as a back-up for another if needed.
Another kind of back up is for when nothing goes as planned, so you implemment a back-up plan, something that requires little preparation, is timely, low tech, and interesting to students.
Discussion, review of past work, or preparation for upcoming tests seeem to work well on short notice, for example.
Regards, Barry
we use several training methods so i can switch from a text type lesson to a demonstration to keep my students engaged
Barry,
I'm reading the other responses with interest because this is an area I need to work on. I tend to be very oriented on covering the material and not getting behind in the course. I like the idea of breaking each class into learning segments; each with distinct learning objective(s). I think one main point per segment.
Greg
Hi Jessica:
I think class dicussions almost always work when the regular plan con't happen for wahtever reason. It can be a time to review, apply, analyze, compare, share - students will be responsive and involved, and that's always a good thing.
Regards, Barry
Hi Tula:
Good back up plans can be implemmented on short notice, are relative to the topic, are low tech, and keep the students interested so they don't their time is wasted.
Regards, Barry
My back up plan often involves switching gears to a class disussion regarding a patient case study. I first introduce a single patient and present his/her diagnosis, issues, etc. I then apply the material being presented to the situation/case study. When students imagine themselves in their career setting, they seem to become more involved and often demonstrate that they are learning the material.
