Hi Ron,
Awesome! Scenario learning is a very effective form of learning. Students get a taste of how things are in the real world with scenario learning.
Patricia Scales
An activity that I would give my students is a case study on a patient. The case study will include subjective and objective data on the patients. Moreover, the case will have information about the types of medications that the patient is taking, along with the patients beliefs relating to dental care. The students will be given scenarios about the patient. Based on the scenario and all of the information provided they would have to answer questions about the patients periodontal condition and general health.
Hi Samuel,
Simulation learning is very practical, and it makes students think very critically and analytically.
Patricia Scales
Part of my courses entail giving students some medical simulation activities. These activites include "setting up" the scenario with pertinent data (i.e. EMS response, vital signs, basic testing, etc.), the requires the class to analyze and discuss the correct steps to take based upon the ssenario.
I find it interesting that as students begin to offer analytical steps, other students begin to offer constructive criticism that help all of the students to better analyze critical steps that become part of the students' "toolbox" for learning. The more tools in the toolbox, the better the student to utilize critical and analytical thinking in their problem-solving paradigm....
I give my students a non measured bowl of water and tell them to thicken it to a specific consistency (Nappe) without measuring anything. when they have achieved what they think is the correct consistency they bring them up to the front of the class and we analyze each of the students end products discussing what was correct and what was incorrect with the end result being they learned how to properly attain the end product consistently.
Hi Craig,
Students learn better when visuals are involved, and they can actually perform by utilizing hands-on activities.
Patricia Scales
Hi Leslie,
I like how the steps are broken down to get to the root of the problem. Students take in information better when they can deal with things in small increments.
Patricia Scales
First I will dicuss the system we are working on and use many visual/hands on training aids to reinforce thier learning of the operation of the system. After much dicussion the groups move to actual systems in which the improve thier understanding of the system and work on effective diagonstic skills and come up with a plan of the repiar to diong the repiar and testing the completed product
Since I teach a Neonatal assessment course, analytical thinking is very important. I try and instruct them to gather the information from their patient assessment and first, decide what is the problem with the patient. The next step is to determine how serious the problem is. The third step is to create a plan of action to treat the patient. With this method, they are utilizing analytical thinking because they are breaking the problem down into multiple steps.
Leslie Morgan
Hi Ferdinand,
When students understand the how and why of a concept, they can better analyze things.
Patricia Scales
My students perform different lab tests that involve blood & urine (and other body fluids). Then, they discuss how and why the substances they just tested are made by the body and its importance in identifying organ functions.
Ferdinand
Hi John,
This is awesome! Students get to deal with things they will encounter on the job.
Patricia Scales
In allied health I give the students a clinical simulation in which they need to choose between various care paths and analyze the consequences of each pathway.
Hi Kelly,
We have to trust that our students have the ability to perform. It is amazing what students can really do. You are definitely on point, the students know if they need you, you are there.
Patricia Scales
During a video course, I may challenge the students with a project they haven't yet learned about; an example, shoot on a green screen.
I generally provide them with video lecture resources, writings, and discussions then usually have them do the project as a group.
I find that the students all chip in with certain knowledge and usually accomplish the task/project very nicely.
I make myself available for questions but I find that if I allow them to discover certain things on their own, they are much more technically capable if I purely lecture about the project and set them loose.
Hi Luke,
This is great! Students have a hand in everything. I can see how effective learning can take place utilizing these tactics.
Patricia Scales
I give my students a list of ingredients, in random order and give them a description of what the dish should end up being. I then have them break up into groups and decide in what order to put them together to accomplish the goal. I then have the groups switch their directions to analyze each others to see if they agree. Then we come up with a consensus to what our 'roadmap' will be. Often, it is for a demonstration I will be giving the next day. It is hard for me the next day to not have any participation! Many times I have them help with the demo, the students really take ownership.
Hi Ian,
Awesome exercise to promote analytical thinking. This is real learning at its best. Mock learning is an effective form of learning.
Patricia Scales
Hi Ian,
Great way to help students learn. I like how things are pointed out to students on the spot by the instructor.
Patricia Scales
Hi James,
Great way to get students to utilize what they have been taught. Students love finding instructors' errors.
Patricia Scales
