Rewards
I have found that rewards given for any, and all, extra credit goes a long way. It seems to motivate my students to excel. I will pair them up into groups and hold competitions. I find that it creates a bonding experience for the students and motivates the ones that need a little extra push.
Nicol
I also use games in the classroom setting as well. I have a ton of possibilities. The students become very competitive, and they love it because the games contain relevant course material. It also raises the morale of the class.
Steven,
This is a very good caution for instructors to remember. We need to find a balance of how we reinforce the learning of our students.
Gary
Gary Meers, Ed.D.
Sometimes instructors have to be careful in calling things rewards. In the workforce you often find workers who will try to not show up during their shifts and then want to work overtime and receive increased pay. Most organizations will not allow this to happen. In school, you will have students who will not complete the regular assignments and want to jump at every opportunity to do extra credit. Is it then a reward or something else?
Laurie,
I use case studies a lot in courses like this as well. I think they are valuable in getting students to do reflective thinking and coming at problem solution from different directions. Also, they show the students how they can apply the information they are receiving about reflective thinking in realistic ways.
Gary
Gary Meers, Ed.D.
The course I am teaching, Critical Thinking in Research, does not allow for many group exercises. I am finding that group activities are best utilized when applying critical thinking clinically during case studies.
Tammie,
I use games a lot in my class because they are fun and I get very good results from my students. I use them like you for reviews and the motivation levels really increase when they know we are going to play a game. I learn about the knowledge my students have as a result of these games as well so I know where to focus more attention when I teach the class the next time.
Gary
Gary Meers, Ed.D.
My students love to play games too. I usually play them as a review for an upcoming test. I will split the class into two groups and they have to answer the questions by only consulting each other, without using any notes or their books. If they miss the answer then I go to the other group and give them an opportunity to answer. The group with the most points at the end wins. I believe this helps to draw from their memory and to remember difficult items better for the test.
Jen,
Right you are about extra credit and the challenges it presents. Those that need it most seldom take advantage of it. I think the use of extra credit is an individual call by instructors in relation to how their courses are set up and the composition of their student body.
Gary
Gary Meers, Ed.D.
Extra credit is something that is debated often. I personally don't have a problem with extra credit.
The only issue is that students who are high-performing are usually the only ones who take advantage of extra credit.
Karen,
I think you might be able to come up with some great questions (answers) for Jeopardy in business grammar and punctuation. Think of different situations and how grammar could be used and then form a question around it. Another game that works well in your area is Family Feud. If you think about it a bit you will be able to come up with some things like "What is the most common misuse of a comma in a business letter?" Survey says: "To connect a run on sentence." or something along that line.
Gary
Gary Meers, Ed.D.
Years ago when I was teaching medical terminology, I used the Jeopardy format to review terms. It kept the students engaged and interested. Now that I am teaching business grammar and punctuation, I have not thought of any fun, productive games. Does anyone have any suggestions for effective games for English classes?
Tracy,
Keep in mind that adults are just taller children. I have found the same thing with my students. They work very hard to earn a piece of candy or a sticker. It just amazes me but it sure works.
Gary
Gary Meers, Ed.D.
It's funny what motivates the adult student. I offer stickers to any student who receives an A or B on an exam. When they first come to my class they don't care much about stickers ~ but not too much later all they care about is whether they received a sticker or not. It's pretty fun to watch the transformation.
Angela,
I use games in my classes and my students become very competitive when we are in game format. Knowing they will be recognized and rewarded even with something as simple as a piece of candy is very important to them. Also, these activities are fun for the students and that helps to make the learning process even more valuable.
Gary
Gary Meers, Ed.D.
Very true, it has helped my students build confidence and also to work their minds more. They like a challenge
ANNE,
My students love to play games. I use Family Feud and Jeopardy formats in my classes. I try to keep in mind that adults are just taller children in may ways. My students work very hard to earn a piece of candy or some other reward. Also, the games really help in recalling information as we prepare for testing.
Gary
Gary Meers, Ed.D.
Playing games and having students compete are methods that work in adults learners and college students. Students enjoy a break from the typical lecture format. Most of the time they do not even realize they are learning. I have used the Jeopardy game format and works well with both individual and team competitions. I also have had students make up games as a way to present the infomration to the class.
Rich,
Thanks for the additional information about the rewards that are going to be offered to your students.
Gary
Gary Meers, Ed.D.
It will give the instructors a new tool to reward extra effort and help encourage more of the same. I am hoping to hear that students will be more inclined to ask "what more can I do?" as opposed to saying "I'm done†and sitting on their heels because there are no more 'points' to be had.
