I find that Jeopardy is a good review games as well. Especially when dealing with A&P classes, when your class sizes are a little bit bigger.
I often lectire on Combat Stress and I attempt to have my students discuss the Perceptual Distortions they have witnessed in a Combar environmnet and how they deal with it.
Hi Eric,
They do remember it, and it is so effective!
Patricia Scales
Hi Brenda,
Coworkers can certainly help each other in the education arena, especially seasoned instructors they have a ton of great ideas.
Patricia Scales
Hi Sally,
Game playing is an awesome way to review for a test. Academic competition better prepares students.
Patricia Scales
Hi Leah,
I like this approach because students do not feel so overwhelmed. They get to apply what was just taught to them without having additional information that they do not need at that point. This type of approach helps with the retention of information as well.
Patricia Scales
I agree Linda. When I lecture, I will often stop and have the students work on a case study that discusses some of the themes that I just lectured on. This helps them to immediately put the information to use, and they can see how the information directly relates to real world scenarios.
Thanks for this suggestion! I have used something like this, but not as a review for the test - great idea!
I have a co-worker that does this too. It's an awesome idea, well loved by the students. I steal ideas from her all the time.
Hello Patricia, Yes they do and it is an activity that they remember even after they graduate.
Hi Eric,
Awesome and students are getting some fresh air at the same time! This is a super way to break the monotony of the classroom and using the dry board. I am sure your students enjoy this activity.
Patricia Scales
Hi Lorraine,
Pure lecture is frowned upon. Please incorporate active learning. You may even want to utilize technology; youtube is a great starting point.
Patricia Scales
Hi Israel,
Students love it when we make learning exciting. You may want to try playing bingo and jeopardy. These games are very effective.
Patricia Scales
i used to do pure lecture in intermediate accounting, but i have incorporated practice problems in between for the students to try the presented concepts. trying at this level to get students to understand the text on their own is a challenge at times. i may try adding the jeopardy component to the class next time.
I teach massage therapy and A&P, a great way to have students become more active in learning, I will take them to the parking lot and have them draw for example the circulatory system using sidewalk chalk and explain how a drop of blood travels through the body.
Not regularly but at least once on every mod my students work on crosswords and finding words kind of puzzles, they enjoy them while having fun. The acceptance is great.
Hi Israel,
Students love having fun while learning! You need to try bingo and crossword puzzles as well. These are fun games too!
Patricia Scales
I tried the jeopardy game as a review material in my anatomy classes with very good results in participation and final grades. Even students who usually do not participate in class feel compel to try it.
Hi Cheryl,
Awesome! What a great way to teach the concept. This is very easy to understand, and it is visual as well.
Patricia Scales
I teach general math and first-year algebra at a career college. I have found many of my students to be at about the same level of math comprehension as my previous classes of middle and high school students, so the methods I learned while working on my Master's a couple of years ago work quite well in the classroom. I focus on a few key concepts and use manipulatives so students can discover the answers we are learning. For instance, I'll bring in some graph paper and walk them through drawing a square or rectangle and determining the area. Then they draw a line kitty-corner to divide it into two equal-sized triangles, and they figure out the area of each triangle. I record the dimensions of the rectangles and the areas of rectangles and the corresponding triangles on the whiteboard, and the students generalize to develop the formula for area of a triangle. We do the same thing with another rectangle, but this time they divide it so they don't create a right triangle. They can still see how the parts they "cut off" are equal to what is left, so they can see that the triangle is half the area of the original rectangle or square. Since each student started with a different-sized rectangle, they can see that the formula works for all triangles.
I have found that students enjoy math more (or at least don't hate it as much) and they retain their knowledge much better. This latest term, I have had better than 85% retention, and half of that was for personal, not educational, reasons.
