WENDY, this ia a great reinforcement and review strategy for us in many aspects of class.
Michele Deck
I have been using the "The Macarena" strategy to teach cranial nerves and their function. I would have the class stand and touch their nose. That represents CN I; and, its function. Then, they would use both hands to touch their eyes. That represents CN II; and, its function. The students are asked to move their eyes (not the head) up, down, medial, lateral, up and out, down and out. That represents CNs III, IV, VI; and, their function. The exercise is completed through CN XII and repeated until they know the cranial nerves and their functions. The entire exercise takes 20 to 30 minutes. The students enjoy participating.
I use the summarizing technique to refocus learners. Doing this provides me with who actually understood the information and who requires more assistance. Will use ABG Go Fish and Macarena. Great Ideas!!
After you have covered a long lecture to help students refocuse a small group discussion or group exercise on the material covered can be a great idea. The students must pull from their short term memory on what was just covered and it helps them to see what concepts they missed or didn't quite understand before the class ends.
I give the students a 10 minute mind break. In this time I allow them to ask questions about whatever topic we are in that is not related to class lecture. Maybe something related to a family member's health, or a news article or something they saw on a health related tv show. This gives them an opportunity to apply the class information into real world situations. This also allows me to clear up any misconceptions they may have about a disease or condition.
My psych nursing class is three hours so I try to use a variety of teaching strategies such as case studies, NCLEX quizzes, artwork, one-minute papers,and music (Tomorrow, for example, is "Bring in a Song Day" for students to share music with a mental health theme). I also alternate classroom, group, and individual activities throughout the three hours.
Sandy Mishkin
One of the strategies I use is to have students stand up, stretch, and then throw out a NERF ball. Whoever catches the ball must make a statement of something new they have learned during that segment, throw the ball to another student and are then able to sit down. I like to challenge them to each have a different statement. This continues untill all have verbalized something they have learned.
role playing and doing scenarios always do for me, but i will incorporate stuff that i have learned in the course, (e.g. ABG, Hygiene, etc) which i think can give a fresh approach in my class.
For a long series of steps that students need to learn I like to take small steps at a time, so we start with step 1 and 2, get those steps down. Then do steps 1, 2, and 3, get those down. Then do steps 1, 2, 3, and 4, get those down. Keep doing this until all the steps are complete. Repetition is how we learn, so the keep repeating the steps and slowly adding the new steps.
Chemo, students are the gauge of success, so I am always open to trying new things. That is how I discover new ideas that work.
Michele Deck
In one of my cardiovascular anatomy classes, I had my students come up with a creation of a song or poem on the best way to understand the cirulcation of the heart, the order, etc. and as always I said step outside of the box. They were in teams. When they submitted their songs, we all took a vote, and the best team won pizza of any choice and from any pizza vendor. But when we announced the winning team, the winners said they couldn't eat the pizza without sharing with everyone, because everyone did great. It was great to see humble students and caring students.
I personally think any strategies should at least be implemented once just to test the waters and see if it works, go for it...or perhaps you or the students will come up with enhanced suggestions as well.
Love it.
I try to vary the delivery method and engage the learners by asking questions and discussing "real-life" situations.
Kim, I like that multiple approaches are available and utilized.
Michele Deck
Heather, I like the variety you have described here. Variety is the key to success.
Michele Deck
In the nursing program, this would apply to clinicals or skills lab. Instructors cannot expect students to just look at a task and be able to perform it. Just practicing the task can be tedious as well. Using other activites such as case studies, videos, demonstrations, and presentations can break up the kinesthetic activities.
Break the lessons up with group activites and individual activites. This allows the learner to work alone and as a group. I also add a few quick 15 minute lecture tips on the hands-on activites that we are doing for the class.
therese, I'm so glad you have identified some helpful activities for you.
Michele Deck
If I have several procedures to cover during a lab, we focus on one procedure at a time. We watch the procedure on video first and discuss it. Questions are usually generated, and they usually begin to critique the actors in the video. We then practice the hands on skills in the lab. The students are generally excited for the hands on skills and I don't find that I have to refocus too often. I am looking forward to doing the Macarena song with the pulse sites, because some students do have difficulty remembering all of them. I think the hygiene excercise will be beneficial as well. Therese
Giving them a defined list of objectives to complete and turn in
I will use the ABG go fish next time I teach ABGs.
