I try to develop different class activities that illustrate application of the material from different aspects. In that way, I'm able to refocus on a critical aspect that needs to be taught by allowing the students to see the material and how it can be applied to real-life situations from a different angle. As I develop my lesson plans, I consider how I might present the material a different way in the event that the way I am planning to present it is does not match the learning styles of my students. By having these backup plans, I'm not left at a loss when my original presentation is not met with success.
Since vocabulary is such an important part of nursing, I always have back-up hand-outs ready if needed. I can use these as time fillers if the lesson went too fast, for re-inforcement after a lesson, homework or review. I use word scrambles, crossword puzzles, matching, etc. Another use is to allow the student to finish the handout then make flash cards and work in small groups.
Hi George:
Sounds like a good example.
Back-up plans should easy to implement, require little preparation, related to the topic, low tech, and involve students in an active way. In this way, when all that was planned gets changed for whatever reason, or if there is unexpected interruptions or more time left at the end of a class, the back-up plan can be instituted with little difficulty.
Regards, Barry
Depending on the situation and material being covered, I will give them 5-10 min. to address the condition of a client, giving them different symptoms that they are likely to encounter. They are to prepare a treatment plan, course of action, and follow-up. This gives them a real life scenario and encompasses all the lecture material in a easy to use form.
Hi Eugene:
Good ideas. For me, a good back up plan is something that takes very little preparation, can be initaited on relatively short notice, provided extremely low tech, and related to the general topic.
Many times when the back-up plan is called into action, it's because other resources we might normally depend on are not available. So, keeping these pertinent back-ups simple is best.
Regards, Barry
Hi Joseph:
A plan such as you describe seems like you're able to adapt as needs or circumstances require your curricular plans to change. Adaptation and it's insertion in a seamless manner make for good, prepared classes.
Regards, Barry
Discussion with other instructors
Teaching websites
Constant lookout for videos and movie clips that highlight or illustrate course themes
In-class worksheets that provide opportunity for me to re-group and respond to feedback
I try to keep the order of non-linear learning fluid, based on the situation. That way a topic of more relevance can be discussed or demonstrated. Additionally, I prefer to have more than one project or in-class assignment in mind, and use the most appropriate one given all the factors - what I've covered in the allotted time, where their skill may be lacking, etc.
Hi Gregory:
Peer mentoring is great for basic vs advanced students. More difficult assignments are another way. Trying to move the class along at approximately the pkace and pace is desirable. Getting other students to help is very effective.
Regards, Barry
I make sure that I sometimes have alternative assignments for those who are advanced and finish projects before others.
I do something that is trade related but way out in left field.
I always like to have backup plans. I use games, groups for brain stormin, I"ve even used the the you teach me something game!! The student gets a 20 mins to teach me something that I have not covered. its amazing what some of these studetns come up with.
I always make sure that I have something to fallback on based on how the class runs on any given day. Whether it be a game, writing assignment, or whatever else; there's always something else to pull from.
I have additional material to reiforce the lesson...I have a back up lesson plan in lieu of a scheduled guest speakers should they fail to show up. I have more than one way to present a lesson should I fail to show and another intructor takes my place.
Hi Eileen:
Back up plans come in in all shapes and sizes.
There are those plans that are used when the resources you'eve planned for are not available for whatever reason (technology, overhead lightbuld, etc).
Then, there's the plans for assuring the teacher has enough pertinent material to cover the duration of the class period. This pertains to too much and too little.
Another kind of back up plan is when, through circumstances not your own, your whole lesson has to be changed to another day (guest speaker fails to appear, students are not ready to move forward, etc).
The key is thougful planning, time and effort put into each class that will assure under any circumstance (short of a Katrina event) the students will receive a full and fair instructional period.
Regards, Barry
This is a new concept for me and one that I think is quite useful. Teaching a class can be so unpredictable. Sometimes, it seems the material is covered much more quickly than I expect and then other times, due to questions and student comments,it takes much longer to cover the material. Having a plan B is a perfect idea. As pointed out in the course material, this may be just the ticket if the instructor is "losing" the interest of the class.
I provide opportunities for students to further apply the points of instruction to real world experiences they have encountered. Both the individual and the entire class seem to become more involved as this becomes a student focused initiative. This allows me to individually and collectively assess the learning.
If I am intending on using something involving technology (ie. overhead, projector, computer) I always have a "hard copy" of what I am doing in case the technology doesn't work. I have had issues several times when either the overhead light burnt out, and I didn't have another one or the internet access was down, or the copy machine didn't work to make your class copies etc. and it can make you scramble! Always have more to share or just be willing to make a joke of it and do it the old fashioned way- write it on the board. Also- don't wait until the day of a class to make copies or overheads, it is better to have them ready beforehand.
I have found that my experiences have been the best resource for my backup plans. As teachers, we all have gone through times when coming up with ideas are purely brilliant or just a disaster. Even though I have taught so many different classes the methodology is usually the same. I tend to over prepare which gives me plenty of extra workable tools that can be stimulating as well as informative. After lecturing I would usually provide the students with a left brain/right brain activity to generate a balance of stimulation. Competitive crossword puzzle was one of the students favorites.
What are some methods you use to develop backup plans for delivery instruction to your students?
I like to have that 'Plan B' on the back burner just in case "Plan A' falls through, if the material is not enough, or if the material is too much. There could be many reasons why, but having that other plan will be ease the transition. I want my students to know that I am prepared and I expect the same from them.
