Hi,SEPTIMIU,
Students love it when we make learning apply to the real world. They understand the importance of knowing the material when learning is practical. Scenario-based learning makes learning as it applies to the work world.
Patricia
critical thinking is key in the process of learning...dealing with specific case study scenarious..identifing creative solutions to the prospective chalanges..
Hi LaMonica,
We have to make learning very practical. Students love real scenario-based teaching. Knowledge tends to stick when we make learning practical.
Patricia
I'm more likely to have groups that include pairs: two A students with two C students, etc. I find that if there's one academically advanced student, he/she tends to do most of the work, so needs someone to challenge them instead of just running away with the group.
Students are given scenerios for computer issues and asked to resolve them.
Hi Donald,
Awesome exercise to get students involved. Super and fun way to test the knowledge base. This activity is also very practical.
Patricia
I have my students use a handout with infomation about how to read a Vin Number. They go in groups of 3 or 4 to a vehicle and disect the Vin number off the vehicle by following the guide sheet. Then we come back and report out what they found out about that vehicle. This only takes about 5 minutes and breaks up the lecture with time out of the seat.
In my Critical Thinking Class we build the skills needed through a variety of activities and then put them to work in a series of debates. I once had a student who had never really utilized their thinking skills prior to my class visit me a year after taking the class they couldn't turn it "off"- that's what I call making learning stick!
Along the same lines when I taught Shakespeare lit I motivated the class by saying we would have an old fashion feast at the end of the class-if they met specific criteria such as researching the type of foods, costumes and then wearing and serving that for our celebration after the final. And of course everyone had to speak in iambic pentameter!
It was a hit- they loved the result- did well on their final- made traditional Elizabethian dishes and wore costumes and I wager, will remember that long past the time they took the class.
H V. Festa,
I like how you make the lesson real common/simple, such as a simple parking issue and finding a solution. Our students understand better when it is made simple. It is easier to go from simple to comlex. The students now have a better grasp when they do the research assignment.
Patricia
Hi Sarah,
Students tend to really enjoy case studies, and they also grasp the concept a lot quicker by utlizing this method.
Patricia
Each semester in my English Composition class, the students are required to write a problem solving essay. Typically the class period begins with students presenting problems that they experience as adult learners and what are some effective solutions they can utilize to remedy the problems. Students are eager to share solutions they have tried to help others who may be experiencing the same problems. From there the discussion is directed to problems that students experience at our particular school. One example could be they have problems finding a parking space. Next the students brainstorm to think of possible solutions to this issue. Finally we discuss societal issues and possible solutions to those bought up in class.
These practical discussions of common problems and possible solutions help prepare students to choose a problem to research and develop solutions for in a written essay.
I have my students do case studies. The case studies can be assigned individually or as a class discussion.
When I teach argument & persuasion oftentimes the class quickly devolves into a hodgepodge of frustration and bumper sticker mentality arguments. One of the ways to get them to see the irrationality of their 'arguments' is role-playing a courtroom. I give small groups one side of the argument and have them act as a collective lawyer for their position. They have to argue in front of the judge (usually me). The role-playing makes it easier to get them to take turns. It also makes the class laugh when someone speaks irrationally or has nothing to support their argument. They can see immediately what's amiss. Also, when they are more proficient, you can have one of the better students play the judge. The courtroom scenario also helps maintain control of the debaters and they take turns readily without interrupting. They are also allowed to ask for a recess fromt he judge to discuss the issues or regroup their arguments with their team.
Hi Susan,
Students love hands-on activities and with this activity they get to feel the difference as well.
Patricia
Hi Amanda,
Some textbook theory can be way over our students head. We have to do what we can to simplify the text so that students understand. I like your mini lectures and how you allow students to select topics of interest to debate.
Patricia
Hi Paul,
We need to always make our theory as practical as we can for our students. Our students need to know what to expect in the real world. Let's continue to challenge our students.
Patricia
Hi Mary,
This is a fun way to test your students knowledge in the disease area. Students enjoy role playing.
Patricia
I teach a med class so one of their assignments is to research and present a disease process that not only affects the structure of the body but the function.The disease they chose must be from one of the systems that we covered in class using the textbook as a reference in addition to their research.They present the signs and symptoms to the class as a role playing patient. The class has to determine the diagnosis ,prevention and treatment as a group.
I agree that when forming groups an A student is needed to ignite the rest of the group to produce a quality small group presentation.I grade both the group as a whole and as individual contibutors to the assignment.
