Hi Jean - Have you tried requiring that the teams be different each time you play the game? Not only will it make the game a bit more competitive, but also may encourage the stronger students to mentor those who are struggling.
I am a fairly new A&P Instructor and I like your idea about the organ game. I would appreciate more of your ideas. I have tried the"Jeopardy" game with larger class groups but usually find one team monopolizing the game. It shows they have studied but it sometimes limits the competition. What kind of ground rules do you use when you play this game?
A great idea, Denise! They can feel free to critique since the work was not done by their classmates. A terrific way to make them look at work analytically.
The first day of class after going over what is expected. I show the class samples of projects from previous class and then I invite the students to comment on what they think. Then I'll ask the other students if they agree or dissagree and have them share why or how they came to their conclusion. By the end of class I usually have everyone involved.
What are some questioning techniques that you have used that have proven to be successful in getting all students to participate in class discussions?
That's actually also a good way of reinforcing what they have learned. Writing it down further cements it in their memory.
I have the students write the answer down on paper. it builds on the wait time technique i guess.
We had our Electronics faculty rig up buzzers and like you break classes into teams to play "Jeopardy" with their coursework. The students love it and your right it appeals to all the learning styles.
That is a GREAT idea!! I would have them leave it anonymous... there really is no need for me or the class to know who the question came from, as long as it gets answered.
I like that idea of having the student restate the answer in their own words. Students alot of times interpret the idea or lesson incorrectly so that would be a valuable thing for them to do to make sure they are getting the correct information.
In the past, I have used games to ask questions. I have gone over material and at the end, I've split the class into groups and then they compete against each other. They love to compete and at the same time, they are learning the material without knowing that they are. It also gives a chance for those students who don't get involved in class to participate. I also think it evenly distrubutes each character of the four basic learning styles: auditory, visual, written and kinesthetic learners.
That's great! I'd love to be in one of your classes.
Thank you for that link. There was a lot of great info in the article. I had an Art reveiw class today. I made the students wait two minutes before talking about the photo. The comments blew me away. It gave them time to process what the image was about before making a statement.
This is a link to an interesting article that includes research on the effects of increasing wait-time : http://www.nwrel.org/scpd/sirs/3/cu5.html
I feel the most importent thing to do in the questioning proccess is wait time. I try to wait 5 to 10 seconds after asking the question and that works well in my lab classes.
I'm going to try this Philosophy.
A very effective assessment! We find that especially with adult students there is such a diversity of foundation skills that it is especially challenging for our faculty to find the middle ground while giving additional support to those who lack the essentials.
At the beginning of each course my instructors teach, I have them write one word on the board (i.e. respiration in our Massage program). The students are asked to provide everything they know about the term and the instructor writes a few of the key words on the board for further exploration - oxygen, inhale, exhale, lungs, etc.
The students are then asked to expand on the subtopics with all they know. With this method, we are able to identify the foundation on which the subject matter will be erected and, through the demonstrated student knowledge, will have a gauge as to how many parts of the foundation are already in place.
I thank that this is a good method.The student don't have to feel like he or she was just put on the spot,so if they didn't have the right answer it doesn't kill their self-esteme.
You seem to be a very creative teacher - sounds like a lot of fun!
