Students receive a large amount of information during lectures. They also need the active learning methods in order to apply the information to complete a task or lab activity successfully. During lectures I will think of a problem scenario that is relative to the information discussed. I will then ask the whole group what could be a possible diagnosis. The first couple of responses I get from students I turn into a multiple choice question similar to what they will have during testing. Having them now choose between a couple of possibilities they came up with. You could have one response correct. Sometimes both answers could be correct and other times neither are correct. They seem to enjoy it and don't stress over what kind of questions would be on the exams.
Hi Joan,
Even with lecture courses when you get an opportunity try to include hands-on activities.
Patricia Scales
Asking questions to the class is the approach I use. It works well, and it keeps the students on their toes.
Hi Thomas,
Most older students come into class intimidated due to their age. They feel as though they are not nearly as computer savy, and they have been out of school a long time. We have to do all we can to put the older student at ease and let them know that they can still succeed.
Patricia Scales
Often with theory type classes, there ends up being a lot of lecture. I often will try socratic questioning to get more participation. When students start building off each other's answers, more students become involved.
I too like and have practiced that method. I have also found that the older students in class will become less intimidated.
Sometimes I teach an Anatomy and Physiology class which is mostly pure lecture. In order to add more active learning, after 15 minutes of lecture I could have students pair up and look in their books to find something I did not cover in the lecture and share it with the class. This will get them to pay attention and think about the information. Also after each chapter we could play a learning game where the students win prizes, such as candy or something similarly inexpensive.
Hi Donna,
When you can make real life application, students tend to understand better.
Patricia Scales
Hi Michele,
Great idea! This can even be a way to motivate classmates. People really are motivated by different factors.
Patricia Scales
Hi Daniel,
Super experience for the students. With this type of learning, students know exactly what to expect in the real world.
Patricia Scales
Hi Fernanda,
Aggies everywhere! Hello my Aggie brother! You do a great job with promoting active learning. Yo have a very impressive technique to your teaching method. I can fully understand how your students have fun with this approach. Students love it when they can have fun while learning. I am sure your students are well prepared for the world of work. Keep up the super work!
Patricia Scales
Hi Donna,
If you ever get the opportunity try to include technology in your teaching process. Students love hands-on learning, which is a form of active learning.
Patricia Scales
This is similar to what I try to do. Additionally, I will have them go to the library to find an example of a current event related to the concepts we are studying. They then present the current event to the class and we all discuss how the concepts are applied in "real life."
I typically discuss motivation. In class I could break the students into small groups and ask them to discuss the specifics that motivate them to come to class each day. As they make a list, hopefully it will spark conversation and more ideas will flow. I will then ask the small groups to present the lists to the entire class.
My Constitutional Law class is currently dealing with the 4th Amendment protection from unlawful search and seizure. I am trying to show how difficult it is to obtain a search warrant, and why. With this lesson in mind, I believe I will have the students actually fill out a search warrant form as if they are the requesting officer, and then I will act as the Judge in determining if the students have met the threshold of probable cause and description of property to be searched. This will be a great hands-on active learning experience.
First and foremost, I would like to say "HELLO FELLOW AGGIE!" Greetings from Rocky Mount, NC.
As a Dental Assisting Instructor at MMC in Greenville, NC, I currently teach the course: DA 105-Dental Materials. When I introduce a topic pertaining to a new dental material, I often use visual aids (models, alginate, instruments, Medicaments, etc) that a student can see, touch, and even smell. We are a very hands-on course. After lecture and answering any questions(before, during, and after), we have exercises in Lab that incorporates the objectives of the lecture material presented. We will first have Tell-Show-Do Demonstrations. Then the students will work individually or pair in a group of two depending on the hands-on dental lab exercise (perform such as taking impressions, disinfecting the impressions, and pouring up the study models). I will often walk around in the lab, monitoring, answering any questions, and providing feedback. Not only are the objectives achieved for that assignment, but the students are engaged and having fun while learning essential skills that are necessary when they matriculate to their practicum sites, then graduating, and embarking on their future career as a Dental Assistant.
During the lecture I stop and ask questions that will help them connect to the topic. This process leads to an open discussion which helps keep them engaged and energized.
Hi Mary,
Role playing, field trips, and simulations are great!
Patricia Scales
Hi Gregg,
Great way to keep students engaged and involved. Pure lecture is torture. A variety is always good.
Patricia Scales
Hi Vicki,
Love how you generate discussion from your students so that concepts are better understood.
Patricia Scales
