attention span
Somtimes I get so into my work I forget to give my students a break. Once I realize I've lost there focus I know it's time to let them break.
I try to put myself into the role of a student. I know that no matter how exciting the subject is..20 minutes is about tops before a change of state is needed.
A "stage change" is always a great idea. Being creative and sometimes changing the subject for a few minutes will help the instructor catch the student attention and have better success in the class.
Hi Foch,
Right you are. You have to be very flexible with your content and delivery so you can keep the students engaged in the learning process while covering the required information.
Gary
attention span seems to varry from one class period to next ... there are days ten minutes is too much to ask and other days an hour is not out of the question ...
Hi Tim,
I commend you for the variety you are introducing into your lecture/discussion delivery. You are right on with your "change of pace". The brain requires change or it starts to look for variety in places other than the learning setting. Good job.
Gary
During a lecture you must induce a "state change" every 15 minutes or so. This can be a personal story related to the subject. Misplacing your remote on purpose or making a mistake on purpose. Get the students up out of their seats and go to lab to reinforce the lecture. Ask yourself if you were in the students seat, if you would be board. A one minute state change will bring the class out of the boring haze.
Hi Richard,
As you say, students stay focused better when they know shortly that they will applying the content you are covering. From theory to practice is a winner.
Gary
Yes shorter lectures and more hands own seems to work the studentrs look forward to the hands own and seem to pay closer attention knowing they will be getting into the task.
Hi Wayne,
Let me know how this process works out for you.
Gary
I like the group test process. It may be a quick snapshot of what was just covered. It may gives thoses students a second chance to learn if they missed the first opportunity. Will have to try it.
Hi James,
Good strategy to put yourself in the position of a student. Many instructors forget to do this now and again and they wonder why students have a hard time following their directions or staying focused. This is one way of keeping your instructional delivery methods current.
Gary
We all tend to get caught up in the flow of things we need to stop and relize we ourselves cannot sit through prolong lectures. So short lectures are the way to go along with demostrations
I try to keep my students focused by changing up the learning material. If I see I'm losing them, I go back to something I know they actually know to get them involved in the lecture and build upon it from there. This will reenforce their knowledge and give them a boost of confidence at the same time.
Hi Scott,
Right idea. Get the students to focus on content for a short period of time and then give them a an opportunity for application. This cycle will serve you well.
Gary
Shorter lectures and more physical hands
Hi Sandra,
Don't know if this approach will work for your Culinary Math Class. But in other math classes I have taught I present content, solution and then application in mini-lecture formats. Students get content for problem and/or reason for the need to know how to solve the problem and then they practice using their newly developing skills. Then back to a lecture and repeat the process. This way they are scaffolding the learning process. Concept upon concept, principle upon principle and then application.
Gary
I sometimes have the same problem. My classes are an hour and fifteen minutes including a ten minute break. There is sometimes so much to cover and I become so engrossed with what I am teaching, the time flies by before I know it.
The one course in particular I have this problem with is my Culinary Math Class. I have always felt, teaching math is something that is difficult to organize in the matter discussed in Module 4. Does any one have any suggestions as to how a math course may best be organized with breaks and variety, while at the same time teaching the students how to perform the mathematic formulas?
Hi Kimberly,
Students have to have the opportunity to disengage and then reengage in the learning process. Breaks and activities allow them to do such.
Gary
I have found that scheduled breaks help deter them being unfocused.
