Teaching a literature class, I might start out by lecturing about large literary/historical movements (Romanticism, etc.) with well-known examples of each as a way of contextualizing the literary themes and techniques of whatever piece we might be moving into. Then I would typically slide directly into introductory lecture about that specific literary piece.
Instead I might lecture briefly about those literary/historical movements and provide a separate list of well-known pieces of literature, then assemble some sort of activity that asks students to research each title and place them within the literary movements they represent based on the characteristics they identify.
Hi Terrie,
Our students need as many "what if" questions as possible. They have to learn how to think out of the box. Students learn more from active learning activities.
Patricia Scales
I try to have the students share experiences that might relate to the topic. Since this is a nutrition course we can include foods that they have eaten or other experiences with food.
I like to use the "what if question". I present information and then ask one or two 'what if' questions to relate it to their work experience. For instance, we have learned a particular material, what if your office uses something different. What if you have a patient with unusual attitudes, abilities, what would you do differently. Similar to a case presentation but abbreviated.
I have also used groups to present parts of the information with both short and long preparation time. I will often provide a lecture outline for the other students to fill in during presentations. This stimulates questions to the presenting group.
Hi Gordon,
We need to do things to challenge our students thinking abilities. You have some students who truly want to be challenged.
Patricia Scales
I teach courses related to mechanical task and I tell my students, when you have completed the task, I will be asking questions to see if you understand why you needed to do the task the way you did. Why makes them think.
Hi Sherry,
Yes math has to be active learning in order for the students to learn. You never hear a student say math is boring because they are always doing in the subject. You may hear them say that it is hard but never boring.
Patricia Scales
In my math classes, I use a variety of activities. When introducing a new concept, we start with a lecture video, then followed by guided discussion of how to solve math problems of this type. Immediately following this the students practice solving similar problems in a small group. Then for homework they will solve similar problems individually online.
Hi Michael,
It works! Continue using yor cheap trick! Students get a rush out of knowing something is correct. I like how you motivate those who do not answer correctly! We have to encourage our students.
Patricia Scales
This may sound like a cheap trick, but whenever I ask the class a question and someone answers correctly, I simply say the word "correct." I do not otherwise praise or lavish attention on the student, I simply let them know that the answer is right. If a student is incorrect, I'll mention that the answer was partially right and throw the question back again for elaboration. I find that students begin to get hooked on those "corrects" and want to hear them more often.
Hi Tomoko,
I can tell you geniunely care about your students. Students learn and retain more when they are actively involved. I like to bring in technology and hands-on activities to get students actively involved. Most students enjoy applying what they have learned.
Patricia Scales
The first day of class I usually go around and ask where do they see, career/industry wise, themselves once they graduate. So during my lectures I will always be looking around the class to see who I lost on the way and is not focused. I will construct questions that related to each individual from the information I gain prior. This way they will see I care about their future but also they see how the topic related to that specific industry that they will like to be in. So they will be actively ask questions. But also I ask them back how they will go about it.
Great idea, Kenny! I'll have to try that one.
Wendy
I teach Nutrition. I bring in usually healthy snacks, such as laughing cow light cheese and crackers, or hummus and carrots sticks. We then look at serving size, calories, fat, carbohydrates and protein, fiber, etc., and compare the nutrients. While they are eating, we discuss the various nutrients. They are able to see what they are eating from a nutritious point of view. On another class day, I might bring in several different brands of granola bars, and we compare the nutriient values of the different bars. Everyone gets a small taste and then we look at the fat calories, protein, serving size, amount of sugar, etc. It usually provides a very lively discussion. And makes the students have that "Ah Ha" moment, about reading labels. They also can see how to determine how many calories come from fat, protein, and carbohydrates. However,there are other topics in the class, where I feel I have to just power lecture through to complete all the objectives for the class. For example, learning about the importance of vitamins and minerals, or how digestion plays and important role in health or disease. I can't think of a way to present that with an active learning strategy.
Hi Edson,
I love it! Great way to get all students actively involved. Learning really sticks when students are actively involved.
Patricia Scales
Hi Robert,
Great way to grab inattentive students attention. I like how you smoothly involve all students as to not to call anyone out.
Patricia Scales
During lectures I will always be looking around the class for non verbal clues as to who might be puzzled, bored, or showing any other sign of disinterest. I will present a question to the class, and after I get several answers from the group. I will then restate the question along with the group’s various answers. Then I will bring the less active people into the conversation by asking their opinion of which answer they think would be best.
The lectures that I facilitate are sometimes a little longer than others. I break down these lectures into smaller segments and have the students break into groups and do learning activities over the information that we have reviewed. Then one person from a group will present to another group the findings of the activity to them. The key I have found out is that the same person cannot present the findings twice, that waay every student is actively learning and participating.
Hi Judy,
What a great way to monitor boredom. Students enjoy a variety, and they love hands-on activities.
Patricia Scales
I break lectures into groups infiltrating student activities. I also time myself and my activities so that the students are engaged and do not become bored.
