Retention through anticipation
One method that I use in teaching is anticipation. Some concepts that will be seen further on in the course will be introduced earlier through seperate exercises. Once the concepts have been introduced, when the student reaches the same concept in his/her text, the "ah ha" will come. For example, in teaching a reading course, it is important to know the topic/main idea of a passage. However, sometimes figurative language or inferences may interfere with the earlier comprehension. Before we explore figurative language, I use handouts and/or readings beforehand. When the students reach the particular area in the course, they not only find the concept easier, but really remember afterward.
Hi Ted,
Thanks for sharing this strategy. I know it will be of help to other instructors. Good idea.
Gary
It's amazing when you challenge the students to remember how certain things work rather than bring out the old powerpoint. I teach electronics, so on day 1 I have them draw 3 different circuits on a big sheet of paper in groups of 3 or 4. They are allowed to use any notes available to them. About a half hour later I hear a lot of "oh yea now I remember", later we discuss the circuits and no one was bored with a powerpoint presentation.
I like your strategy, Patrick. I teach highly technical courses, and there are components that I know will be difficult and frustrating for the students, and I've made the mistake of telling them that "this topic will be difficult and frustrating" instead of ensuring they know the ultimate benefit of knowing the topic. Reading your tip, I need to build anticipation instead of squashing it from the beginning!
Marcia
