Instructional overload
Many times we are told that we should play games in class, add many activities, and etc. That is fine when there is time, but to sacrifice the syllabus and the students' ability to complete all their work on time. I love to bring in different stuff; however, it seems to me that if by bringing some of this stuff in stresses the students, then why bother.
I like to play learning games, but they are trying to force us to do all different things just to show "the powers that be" that we are doing this.
If instructors are not comfortable, then maybe there is a reason or something that could be done to help the instructors to get comfortable besides just saying "do it".
Hi Kathy,
I like this exercise. It gets them moving, thinking and interacting which are all good components to enhance learning. Sounds like a lot of fun for the students as well.
Gary
I think the intention was to use other ways of teaching rather than just lecture. I try to find ways of using games as review. For example, to review anatomy of a particular area, I will give the students each the name of a muscle and then have them group themselves according to where they would be anatomically. This gets them out of their seats and actively engaged, plus it adds a kinesthetic viewpoint. As they get better at it, I have them arrange themselves, without being allowed to tell anyone which muscle they are. This leads to advanced discussion of other features of muscles - which they need to develop on their own. (leading to some critical thinking on their part.) It does help!
Great point Susan. I do have the same challange when I teach a software training class. Students want to start using it from the day one but they do need to know the basics and foundations. I do a presentation of the electronic health record software during first week so that they know what is it all about but they still need to learn the basics first and read the material from the text book.
This is the reason why I am convinced that a instructor sometimes needs to challenge what has been the ways of teaching in the past, since new developments and new technologies are always surrounding us, and the students are usually the ones that embrace new things faster.
Hi Rachel,
Well explained in terms of how instructors can be challenged by their institution. This is why if at all possible it is good to see how you can personalize the standardized approach. It can be tough at times but hopefully you will see some ways to bring in your own career experiences and personality to the point that the course really does become your own.
Gary
I frequently get bogged down by my institutions corporate-issued syllabi. I often find that there is a great deal of difference between the lessons and timing that are most effective for student learning and the structure set forth by the syllabus. I do my best to strike a balance between the lessons and assignments I prepare and the syllabus that I've been given, but sometimes it can be difficult. The students can sense this, at times, wondering why they're spending time on something that feels like busywork, or at the other end of the spectrum, why their assignment due dates are suddenly clustered together. It's similar to being a waiter or waitress; even if the kitchen doesn't have your dinner cooked yet, I'm still the one explaining the delay.
Hi Malak,
Good point and one that all instructors need to consider. Preparation reduces stress and helps to facilitate greater student interaction because the instructor can focus on the students rather than trying to scramble to come up with something to teach while the course is going on.
Gary
I agree that there is an overload to some extent, but I have learned that as I have better mastered my time and outlines and preparation of courses I find myself having more time to myself.
Hi Diane,
The "life outside of work" is often forgotten by administrators. We need to strive for balance in our lives and work as smart as we can, while not being overwhelmed in the process.
Gary
I teach a course that has lots of lecture in the beginning to give the students a foundation. During this time the students are suppose to be listening and following an outline. I cover alot of information in a very short time and the students feel completely lost. I try to explain that this is just the foundation of what we will be using in "hands on" lab. But all they see is grades. I get really frustrated with having to tell them it will make more sense when we actually do the lab.
In my setting it is the fact that we are not given adequate TIME to accomplish what we need to complete. DO ALL the things that are required of us but heaven forbid if we take work home. I don't have a choice! It's either that or lose my job. People do have a life outside of WORK!!!
Hi Becki,
You make a number of good points about selecting instructional strategies. They need to have value to the learning process and effective in student retention. If they don't match the course or the instructor's methods then they will be of no value. They have to work in the setting they are being used, period.
Gary
