Hi Anjali,
I too have used "Jeopardy" in the classroom for different drugs related to specific diseases. The categories were: 1) actions; 2) adverse effects; 3) contraindications; and 4)indications.
This incorporated the disease and the pharmacotherapy used for treatment. This helped to reinforce the drugs and identify each of the factors mentioned above. It proves to be an effective teaching strategy.
Sharon Rogers
Nursing
Hi Ms. Scales,
In class I have presented a specific disease, related to a Med Surg topic Rheumatoid Arthritis (Connective Tissue Diseases). The students were put into groups and were instructed to discuss the disease process and create a concept map using the Nursing Process. This concept was a different strategy used to help to reinforce material related to different diseases and conditions utilizing the Nursing Process.
It was a very effective activity and the students were able to understand the disease and discuss each aspect of the Nursing Process; related to Rheumatoid Arthritis. It also helps the students during their exams. We now use concept mapping for each disease or condition discussed in our Med Surg course.
I use a game called name that item. This helps the student retain the names of items that will be on their quiz or test and for those that are visiual learners it is an excellent tool for helping them see what the item is and placing a name to it.
Insted of doing a tipical cooking demo there are times when I discuss the demo and a student actualy dose the cooking. With my verbal assistents.
When I am lecturing I like to give them a break from the lecture and take the students to lab and show them on the vehicle what we just got done lecturing about. I will get them around the vehicle and start asking them to point out the components we just lectured about. They seem to really get involved with this.
Hi Tammy,
I love it. Students need as much exposure as possible on how to handle various situations.
Patricia Scales
Hi Michael,
I love it! This is how things will happen in the real world. You are certainly preparing your students for the workplace.
Patricia Scales
When going over situations in a medical office instead of just going over what could be done. I use a computer based software that comes with our textbooks that walk them thru the situation giving the options of what to do and the outcomes.
During my lecture/demo on making brioche bread, I don't give my students the actual recipe that i am using, which is what I typically do. Instead, I give them the ingredients and the bakers percentages of the ingredients. Drawing on information provided in previous lectures, students must determine the amounts of the ingredients needed to execute the recipe. Students then show me their results and cannot scale and mix the dough until they have determined all of the correct ingredient amounts.
Hi Kate,
Awesome variety of teaching techniques to engage the student. Students enjoy playing games as well.
Patricia Scales
In our classroom when we talk about vegetable cookery, when it comes to anxoanthins, anthocyanins, chlorophyll and caretonoids. it was pure lecture, one way to have a active learner was a technique i just learned from a fellow instructor 10/2. 10 minutes to research and 2 minutes to share. having the students explain the material at their level, i have also noticed they understand easier as well.
I have also used the "Jeopardy" approach. I have used spelling bees for terminology. And, I have used an approach where the students "teach me" so I can hear how they would explain something to a client.
Hi Kimberly,
Jeopardy is a fun way to get students to review and retain information.
Patricia Scales
Hi Joel,
Very fun and informative way to get students actively involved.
Patricia Scales
The Jeopardy review is what I have used also, except it is filled with different categories that include vocabulary, medications, true/false, history and math. The students get to review as a group and we seem to discuss the information more than if we just have review questions.
I usually give a lecture on grains and have recently taken a different approach. I have samples of 10-12 different grains for the class to choose from. I divide the class into groups and have them pick a grain to research. They are given 10 minutes to find out specific information about there grain and any additional relevent information. I then have them present the information to the class. If time allows i also have them find a recipe and cook the grains as well.
I have a workshop coming up that I was going to teach lecture style, but now I have a great idea that will probably benefit everyone and increase involve and attendance. The topic is signal flow of the average project recording studio. Instead of just going through all of the electrical requirements, cabling, order of the signal flow, grounding, etc, I will have students bring in copies of their home set ups (they all will have a slightly different, or sometimes very different, layout with different equipment) and we will work together in groups and as a class to better their systems, suggest improvements, and talk about implications of adding or subtracting more gear. I would lecture for a bit, then have the students discuss that particular aspect of their setups in groups, repeating this two step process until all topics are covered. The end could be a summation of what they've learned and applied to their own personal studio setups. It would involve active learning with critical and analytical thinking, plus making the topic immediately pertinent to their personal setups.
Hi Amie,
It is good for students and instructors to know the learning style of their students so that learning becomes easier to them. The instructor should try to approach the lesson so that he/she reaches all types of learners.
Patricia Scales
I teach a lesson on adult learning theories. I have been able to incorporate a learning styles inventory that allows the students to identify their own perferences and then discuss them as a class. I find that as the discussion progresses, all of the objectives I planned to cover in a lecture are covered by the students. The change has been well received!
Hi Sandra,
Great way to teach accounting and for that matter any course that allows students to actually do. Most students learn better by doing.
Patricia Scales
