I have found that students love videos. You can only go into so much detail about certain topics, but when they watch the video their eyes just light up! I can definetly see that it helps them understand how things work just a little beter :)
Hi Sara,
I use this same approach. I lecture for an hour, and then we apply what we learned through application. The theory/application approach has been very effective for my students.
Patricia Scales
Hi Kimberlee,
When students can feel it, see it, and/or do it, things make much more sense to them. Students tend to understand better.
Patricia Scales
All of my topics are lecture approach at first then it turns into hands on for the second part of the class. It seems to work for my students.
Recently, I did this very thing by switching up the way I teach rhetorical analysis. Usually, I lecture on the definition of rhetorical analysis and provide examples in a PowerPoint presentation, as students are not usually familiar with the concept at first.
A couple of weeks ago, I decided to add a field trip component to the class. I did the presentation, but then I sent students to the mall (there is one directly adjacent to campus), and had them choose items to analyze in real-world situations. They looked for logos, ethos, and pathos in everyday objects at the mall like advertisements, menus, product descriptions, etc. It was effective because they were able to put their new-found knowledge to use right away, which helped with retention.
I agree that having students role play or have the equipment in their hands and have them use it and lecture at the same time. I think students retain more information and will ask so many questions that start leading the lecture and covering all topics.
In my communication class I have students evaluate each other after giving them some basic
guidelines and an evaluation form to follow; I
also have questions from the class allowed after each speech. Sometimes this leads to very interesting topics for discussion, which is the
last assignment --group discussion. I found the
more participation I allow, the more students
actively participate.
I would ask them the day ahead to research the lecture topic and come prepared to have a discussion about what they learned. To start the day I would have then just start discussing what they learned from their homework, and feel in the gaps are we discuss the topic of the day.
Hi Gloria,
Students can give each other good constructive feedback, and most students are very receptive to other students feedback.
Patricia Scales
In teaching basic communication skills I often
have the students evaluate each other (after learning the proper steps in putting a speech together) They are very good at recognizing good
eye contact and voice projection. It helps them
improve their own speeches.
H Eric,
Students love hands-on activities, and hands-on activities have proven to be an effective way for students to master concepts.
Patricia Scales
Actively involving the students in the course material through hands on activities really reinforces the material and seems to lodge the info and understanding in their minds.
Hi Ronald,
Super! I also like to play a game with modified true/false. If the answer is false, the student has to make it true.
Patricia Scales
Challenges like-
Correct the instructor: have the students identify the what is wrong with information you tell them.
Opposites: have the students identify the oppostie of a process or defintion discussed previously.
Relate: Have the students identify similarities between the subject and items in general life.
The more they raise their hands or are speaking in class, the more tiem they are interested, which results in an increase in retention.
Hi David,
I concur! Active learning makes the light bulb shine bright for most students.
Patricia Scales
Hi George,
Active learning is by far one of the best teaching methods. Students love hands-on activities. Sudents are more engaged when they are actively participating.
Patricia Scales
I teach at a culinary school and on the day I teach about emulision sauces(two unmixable liquids like mayonnaise mixed into one stable liquid), I lecture about the sauce and you can see that some of the students just dont get it. When we are in lab it comes to them. They get it. If they make a mistake and I help them correct it, do they ever understand! Active learning works.
I agree. I find my students want hands on learning in the lab after we have discussed a topic in the classroom. Active learning does work.
H Joseph,
I also like to speak the lingo of the course to encourage active learning as well.
Patricia Scales
Hi Farrell,
What an awesome mixture, fun/learning. Students love having fun while learning. They also retain more information when they have fun while learning.
Patricia Scales
