Hands on
While lecturing in any course I try to add both concrete, and abstract learning into class discussions. I have a hard time adding hands on learning to lecture courses though. Games are one way, but I do not use them. What other ways can I encorporate hands on learning into a lecture class?
Team work is always great. Most of the time I have found that some of the students are weaker in some areas while some are stronger. Working in teams and groups allow them to draw on each other.
Debbie,
Like all three strategies. Each one helps students to see the value of the content being offered along with ways they can become involved in the learning process. This is how motivation is created for the students and retention enhanced.
Gary
Gary Meers, Ed.D.
Demonstrations are a great idea. Another one is to use clickers to get instant feedback to questions. Also the students can get involved in classroom discussions.
Todd,
You make a very key point about the need for foundational knowledge about the subject matter. This knowledge is necessary in order to be safe and to perform the proper functions or procedures. The more we can emphasize this to our students early in the course when the lectures are first starting the better. Once they gain this knowledge then they can make application in the lab and it all comes together for them in a understandable way.
Gary
Gary Meers, Ed.D.
I agree with the saying you quoted "to teach is to learn twice, once as a student and again as a teacher". I teach in a technical college and hear students somewhat complaining they want more or want to get into the lab sooner and have less lecture. Many times 1 or 2 of my students turn into teachers or assistants to help those that wanted to rush to lab, once we are there the idea of getting hurt, exposing themselves to a harsh chemical etc, some of those students that don't like the lecture are short changing themselves of vital information leading up to the hands on.
Mary,
This is such a good point and an important teaching strategy. The more sharing like this you can help your students to provide the more involved all of them will be in the course.
Gary
Gary Meers, Ed.D.
This is a powerful tool and it turns up on its own in my hands on class. If I see a student helping another, I leave it and listen only to be sure the information given is correct. Helping eachother is empowering and reinforces the content.
Rory,
There is a saying "to teach is to learn twice, once as a student and again as a teacher" and you are providing such opportunities to your students. Those that prepare and then share will retain a much higher level of content as a result. Since all will be making such presentations each student is going to have a stronger connection to the material and their memory bank.
Gary
Gary Meers, Ed.D.
I agree. I have found one of the best ways of truly learning something, moving it from short-term into long-term memory, is by teaching it to someone else. This is another example of taking semantic memory into episodic memory. I divide up the course content, giving a bit to each student and have them teach each other.
Charles,
Sounds like fun and you are able to get everyone involved in sharing what they have learned as they prep for the test.
Gary
Gary Meers, Ed.D.
I like to use games when reviewing before a test. I split the class into two groups. Each answers questions then shots a Nerf basketball into to a basketball hop hanging on the board. I keep score and the students have a lot of fun.
Shantana,
Good strategy and one that is very effective. Students really like doing demonstrations and sharing with each other.
Gary
Gary Meers, Ed.D.
What about demonstrations where the students get to participate as well? Have them break into teams and challenege each other to create something that is related to the project at hand.
Mary,
I like and use games in my courses for review but you are right on about the hands on plus show and tell of the real thing being the key to student engagement. By seeing the real thing they start to develop a respect for the information they are acquiring.
Gary
Gary Meers, Ed.D.
I teach microbiology. It is important to have hands on and actually see the organisms in person. Once the students get to externship the organisms are understood deeply. Games are also helpful but show and tell with the real thing is the best teaching tool.
Kamice,
I like the way you are integrating a wide variety of learning opportunities for your students. The more you use the greater the cognitive retention rate.
Gary
Gary Meers, Ed.D.
In addition to case studies, videos and work sheets I ask the students to use personal situations to relate to topics discussed. Depending on the subject matter, this is very effective. I coach them along in order for them not to get too personal or too long winded. I also use current events on medical topics to tie in with my lessons.
Raghda,
Good suggestions on how to engage all students in the class. In addition, those that are making presentations feel that they are being valued for the knowledge they have. Thank you for this input.
Gary
Gary Meers, Ed.D.
You can try asking the students to be the teacher for a while and have them give presentations about the topic at hands. Another thing is have the students relate the subject to them and let them tell stories that happened to them that are similar or contradictory to the subject.
