Repetition
When repeating concepts, we as teachers need to gauge when are students are ready for us to move on. How do you balance those students who are ready to move on and those who have not yet grasped the concept?
I have started giving my final examination at the beginning of the course (actual score not counted as part of course assessment). Notwithstanding the ability to have a pre-and-post test measurement to validate course learning outcome, it also provides me the opportunity to identify prerequisite course knowledge and skills. I have found that many students have not retained knowledge from introductory or prerequisite courses. This allows me to ensure that ideas, concepts, and skills are reviewed and dealt with through recurrence and repetition. I cannot build on knowledge and skills unless students have a grasp on prerequisite content. The pretest also gives students a good overview of the course and peaks their interest and enthusiasm.
As an Accounting instructor, repetition is crucial. When discussing/teaching a new topic,
I may repeat the concept 5 times or more & then end with questioning the students on the concept.
Repetition is the key to knowledge. And knowledge is learned through repetition. As a court reporting instructor the students have to memorize many brief shorthand phrases. It is imperitive that repetition be used to reinforce the memorization process. Quizzes and verbal reinforcement as well as reading the forms are also used to effectively repeat the briefs used. Repetition is sometimes a bit redundant for the instructor, but it is very beneficial for the student.
After I have covered the point I am making several times in different ways, then I will move on to another point.
About 10 minutes into the next point, I will then go back to the first point and ask for a volunteer to tell us all what that was. If a student can repeat the point accurately, then I know the others most likely also have retained it. If not, they have had yet another chance to hear it and remember it.
At the end of each class period, I will sum up what has been covered during that classroom session.
Also, at the beginning of the next classroom/lecture period, I will ask for a synopsis of the last lecture points from a student at ramdon. They are able to use their notes for this. I do this at each class, and the students know I am going to do this. it gives them the impetus to study material between class meeting times.
I am an instructor for a class of multicultral adults training to become medical assistants. It is not unusual to have students that are from six to eight different countries and thus there is a language barrier. I have learned it is critical to repeat the topic in two or three different ways and use real life exsamples to help them grasp the subject. Visual aides, role playing and games such as "Wheel of Fortune" are all ways to keep repeating the information and keep their interest. Students learning english watch TV to learn english so the TV games are a big sucess.
Last session, we had three holidays which cut our classroom time dramatically. I didn't have time to repeat anything and barely enough time to discuss something once. It was very frustrating to see low test scores. After reading this module, it made it clear the source of my troubles.
Repetition's always important to really drive the topic home. I find myself always doing a summary or conclusion to wrap everything up.
I teach repetition as a powerful tool to market merchandise and use repetition in the classroom. There are many types of learners but repetition works for almost everyone.
Always get an early feeling when I'm ready to move on to the next topic. Is when I give a pre and post quiz on the subject. Before and after lecture.
Thanks, Ken, for your comments! Repetition is a valuable instructional tool, as you referenced, because it not only serves to clarify subject matter, but it reinforces learning.
Try having volunteer students in class paraphrase, in their own words, topics or demonstrate applications as you proceed through your presentation (and with your guidance); it changes the class dynamics a bit and students will also listen to other students to clarify their questions.
I have also used "guided notetaking" where learners are given a template that is partially filled in with topic information, but parts are left out for the student to complete - this is not really a high critical thinking exercise, but works well with terminology, lists and procedures/guidelines, and is a good review tool as well.
Jay
ED106 Facilitator
At the start of any lecture I explain to the students that I will be repeating things many times over and over. This is not because I have old timers disease, but that the information is very important and they will be using this knowledge over and over in the coarse of thier life time. By repeating main points over and over it will help seal the deal as to what they are expected to learn through the course. I try to repeat things that are taught the first day up until the last day so that key points are instilled in thier brains so that when they move on to other classes they will not struggle with new material that is building on the material that is already learned. At the begining of each day I ask students specific questions as to what was learned the previous day,and by doing this I can guage whether or not I should go on to the next subject, or highlight key points on the learned material
Thanks for your comments, Sidney! Excellent! Using examples and references to real world experiences are powerful teaching techniques. I have often asked students, as well, to provide examples or personal experiences of their own.
Additionally, I might ask a student volunteer to explain a topic I have covered in his own way (with my guidance), giving other students the chance to hear a description or summary from someone else.
Jay Hollowell
ED106 Instructor
try to explain the topic in another way,or use a different real life experiance to enforce your point
Hi Jeffrey, thanks for your comments!
As you referenced, repetition is a powerful teaching/training tool and it is one of the few tools that is effective across all learning styles: visual, auditory, kinesthetic...
I really like your initial, mini overview of the material including the learning objectives or "what you should know or be able to do at the end of the lesson." This sets the pace and helps students focus on the whole picture prior to getting into more specific content.
Regarding student questions, sometimes in the past I have asked for three or four volunteers to form a "press panel" and ask the expert (me)questions that would be representative of the group. I challenge them to try to "stump me" with the questions just to make it a little fun. It seems to get the participation going and, as a benefit, questions can get answered though not asked from any of the shy students.
Jay Hollowell
ED106 Facilitator
Repeating points/concepts is the best way I have found to reinforce concepts being taught.I usually try to start a mini lecture by explaining to the class what they should know and be able to apply by the end of the session. Arief overview of the material. I also break the material down into small managble tidbits and then continue to build upon that, all the while givving example and demonstrations to ensure they keep up with the subject matter. I ask questions often, especially if I'm not getting questions from the students. Some times students will not ask questions for fear of looking uninteligent. As mentioned in some other sections of this forum, I also keep eye contact to ensure they are learning. To a new instructor this can be a little dificult, but if you really start to focus, you will see those tale tale lights come on when they grasp the point/concept being taught.
Thanks, Caridad for your comments. I have often called it "pulse and pace." When presenting, as you suggested, an instructor can really get a pulse on student comprehension, attention and interest simply by constantly observing body language, then pace things accordingly. One confused student usually means several who just won't speak up on their own. A few minutes with a student after class to help with the assimilation of a concept is, I agree, valued time spent!
Jay Hollowell
ED106
I always ask if the point made was understood. As I do this I scan the room looking for the characteristic blank stare that reveals those who did not get the point. If more than one person is confused, I will rehash and redissect the main points making sure it is in smaller more manageable pieces. If there is only one confused student, I would ask him/her to pin point exactly what was missed. We as instructors should get to know the strengths and weaknesses of our students. Sometimes it is a good idea to spend a few minutes after class with a student who is known to take longer to capture new information rather than delay the progress of the entire class. This time after class, I have found, is greatly appreciated by the student
