Hi Shoaib,
You can certainly do this. Guided notes are awesome as well.
Patricia Scales
I like to include some history regarding the product/item we are currently learning. I will tell the real story about the item or event & add a twist, sometimes adding fact to fiction getting the students attention to debate or discuss the matter in detail. I found that by adding the stories the students remember what I am teaching (the recall the story associate it with the item/product a get a happy memory in the process). In my surveys the students state that the stories associated with the lecture helps them to remember & learn
How about having the students fill in the blank on a given lecture note after listen to the relevant lecture?
Hi Gerry,
Students really learn when learning is made fun! Competition can be a good thing, and in this sense, it is. I have found that students retain more information when they enjoy the lesson. Continue to make learning fun, and you will see better results on tests/quizzes.
Patricia Scales
Hi Kelly,
Students love reviews, especially if you make the review fun by playing a game. such as jeopardy or bingo.
Patricia Scales
I, too, "borrowed" this method from the instructor who trained me on this cLass. I teach a "Theory class. It is the very first course students take when attending our school. We have lecture, try to introduce a little "hands on" and supplement with videos. I try whenever possible to complete the lecture so I have a full day to review before the test. We start the day with a quick reveiw of their self study assignments leading up to the test. I then break the class into groups of 4-6 student each. They pick a "team name." I give lots of lattitude but remind them that if the pick an abbreviation which generally has negative or vulgar connotations (dilligaf for instance) that they should be prepared for me to "redefine" the meaning of their name. I then have each team submit 10 questions based on the class material. They must also submit what they perceive to be the correct answer. We then have a competition where team one's question is asked of team two, team two's question is asked of team three, etc. If a team misses a question it passes to the next team. If the question goes around the room and no one can answer it, it comes back to originator. Each team gets one point for a correct answer. If, however, a team cannot answer their own question, they lose a point. I pick and choose the questions to make sure the important items are covered. Depending on the time, we may go into "double Jeoparody" where I ask my questions. We finish with "Final Jeoparody" where each team bets all or part of their points on a final question which they don't know until after they bet. It's usual a multi-part question and they have to submit it in writing. The winning team has "bragging rights" until the next review. Everyone seems to enjoy it and test scores seems to back up the fact that it accomplishes its goal. The groups help support those students who might be somewhat unsure of themselves.
I will give the quiz review a try seems to be a good way to get all involved
Hi Diana,
Students learn more/better by doing. Students enjoy the hands-on portion of the class.
Patricia Scales
Hi Mary,
We all love to eat! Eating makes learning fun, exciting, interesting, and sel-fulfilling!!
Patricia Scales
Hi David,
It is amazing how this type of learning really sticks with students. Students love quizzing/testing each other.
Patricia Scales
As I mentioned. I do demo/lecture, and one way I can make the students more active learners is to have them assist me with prep and they can practice their knife skills, or weigh things, etc and that would engage them actively.
Thank you.
When I lecture about the properties of various foods, their pigments and so forth, I always have some examples on hand to show them and for them to taste. This is a big crowd pleaser because everyone likes to eat.
This sounds like a very good idea about letting the students quiz each other for tests as a class activity over thier notes and pages out of their books.
Hi Chan,
I love your approach to teaching, you tell your students, you allow your students to practice what has been told to them, you demonstrate, and you get invovled. I love your active participation as well to motivate your students to get involved.
Patricia Scales
Hi Jodie,
Show and tell is a great way to teach. Students tend to grasp concepts better when they can see it.
Patricia Scales
Hi Michael,
I agree! A great mixture is to have fun while learning. Some students are visual learners, and they need to see it!
Patricia Scales
I lecture good sanitation. We will practice sanitation when we cook. I show student how work clean. student see me clean and thee clean too.nobody get sick.
I teach medical assisting and during lecture I will pause and actually pass around the devices or equiptment I am lecturing on and give a short demo as well as having the students use the the device or equiptment. This is only with our devices that are simple and quick demo's(ie. oximeters or peak flow meters). It helps my students remember the equiptment before we move on. Then during labs they are familiar with the devices.
I do beleave that if you make it fun they will learn much better than being dull ,i like to pass parts or something around that is part of are topic that day so they can hold look at it seeing is beleaveing it.
Hi Art,
Great idea! You may want to implement a participation grade and stress the importance of participating. Students tend to become more involved if they know that they will be graded. Also don't ask for volunteers, draft students, and the others will follow protocol.
Patricia Scales
