Hi Michael,
Great idea! Students need to learn how to use their analytical abilities to break down a question to gain a better understanding.
Patricia Scales
I was thinking of putting test type questions on the board that require analytical thinking, and having the students come to the board and break down the questions by key words or phrases.
Hi Larry,
Active learning with students really work. Students love being kept busy.
Patricia Scales
Hi Charles,
Great idea of peer teaching. Students can really learn from each other because they present material from the understanding of a student's perspective. The instructor just have to make sure to provide great guidance/clarification if there is a need.
Patricia Scales
When reviewing the main concepts of a chapter, I ask students to write on the board 1 topic they would like to explain, lead a discussion on, and demonstrate how it relates to the chapter objectives.
We have done that too in the classroom and it seems to be a very good learning tool.Students really have fun and retain the info alot more.
Hi Jan,
Set rules and do not allow students to write during the game review, perhaps provide a study guide for your students to take along with them.
Patricia Scales
When I have tried the "game" approach for review, I find that the students are so busy writing the questions and answers that are given during the game, that they dont participate! They think that if they memorize the questions, they will pass the test. Not sure how to get around this problem.
Maggie,
In an acclerated program you must do your due diligence to keep students invovlved. Time is crucial, but you can do more when students grasp quickly, and they love performing hands-on activities. The questions you present to your students really get them thinking out of the box. It is amazing what students can come up with when they are made to think.
Patricia Scales
I approached the forum with trepidation as I teach nursing students in an accelerated program. Time is of the essence! Our platform does not assign a percentage of the grade as "participation." Reading and study guide completion are expectations not usually completed by students prior to class. Reading through 474 posts, I realized that I actually do manage to provide multiple active learning opportunities. One of my favorites is "What," "So what," "Now what," to have students apply the theory to clinical practice in our lecture/class discussions. BUT, I am motivated to more consciously do what I have been doing subconsciously! Thanks for the insight.
Hi Deb,
Even adult students love prizes! Students love it when they are having fun while learning.
Patricia Scales
I have another instructor with great ideas, she and I 'trade' these ideas all the time. I also like to buy tootsie rolls or small candy, and if we are playing a "jeopardy" type game for quiz review, I'll toss the candy to the student answering correctly. A great deal of the fun in this activity is the student trying to catch the candy, see where it bounces, etc. I don't do this all the time, but it's a nice break from just being the winner.
Hi James,
Great way to review with students as well.
Patricia Scales
Hi Carmella,
You got the students involved/excited and then you did the dreaded part...smart move.
Patricia Scales
I tell my students they can ask me any question that might be on the test and then I will ask the other students if they know the anser. If they know the anser i will tel them yes it will be on the test or no it won't
for my final test I let the students ask me any quetions that might be on the final and then I will ask the students if they know the anserws. If they know the anserw i will tell the yes or no.
I teach mlt students dilutions, which involves MATH, that dreaded word. This class, I started by having the students actually make dilutions with pipets ,a hands on process. After the lab process, I then began discussing the math part of dilutions. This seemed to work very well. They had actually performed the dilution prior to me explaining the math that was involved. It was a more gentle approach to the necessary math and they were more recptive to the discussion afterwards.
Hi Robert,
You have to pull shy students into the discussion, otherwise the more outgoing students will not give the shy students an opportunity. I offer class participation points to draw everyone in to participate more.
Patricia Scales
I like to pause frequently and pose questions based on my lecture. I think it is interesting to start discussions. It makes the lecture more relevant and interesting to the students. The only downside is you need to make sure the students who are more shy participate in some way.
Instead of just posing questions myself, I could have students pose questions to the group to get them more engaged.
