I have used "eyes and ears" in my job development class. I try to pair the students who don't know each other that well. They are, of course, surprised to find out that they don't have to relate the vacation story again because they were concentrating so hard on the story and not really looking at the person. It has been an eye-opening experience for the students.
I like the patterns of thinking activity because it helps the students to brainstorm different mnemonic techniques to bring down anxiety, which increases the students confidence.
Cherie, this is a great adaptation of the incredible edible cell. Thanks for sharing.
Michele Deck
I enjoyed learning the "Incredible Edible Cell." I could utilize this type of active learning to teaching the content of periapical infections, having blood cells rush to the source of infection.
Theresa, this is indeed a wonderful tool to teach critical thinking.
Michele Deck
I WILL be using the Weaskest Think in my classes. This will be an interesting way to bring real life situations into the classroom. It is a great way to prepare for scenarios my students may face while on externship.
Vickie, I'm glad you can see an application for those tow activities. I hope you get to incorporate them in your class ASAP.
Michele Deck
I like the "Weakest Think" and "Eyes or Ears" exercises. I teach Pharmacy Technicians and I think the Weakest Think would be useful to raise some good ethical practice questions. The sample question about dropping a tablet on the floor had me thinking of lots of other questions that I could ask about pharmacy practice. I like "Eyes and Ears" as a great exercise in paying attention to all kinds of detail, which is critical when working in a pharmacy.
I teach clinical classes. Therefore, the “Eyes or Ears†will fit my teaching style the best. When we are interacting with patients, their family and friends, they give us cues via their nonverbal communication. The body language, facial expressions, proxemics are all nonverbal cues; about, the patient’s level of anxiety, comprehension, and emotional state. Our students need to learn how to notate these nonverbal cues as they are communicating with the patients and families.
I teach clinical, anatomy and physiology classes. However, anatomy and physiology is the foundation of medical studies. I am anxious to incorporate the t-shirt assessment, shower cap brain anatomy, and spaghetti muscle exercises into my anatomy and physiology classes. It’s a strong learning strategy for visual and tactile learners. These strategies will make a significant impact on understanding anatomy. I have found that using acronyms with a story tied to it for remembering aspects of anatomy and physiology are helpful.
I think both the weakest think and wheel of supplies will work best for me.
Weakest think will allow the students to put themselves into "actual situations" to decide how they would react and then get feed back from their classmates. It is nice to be able to use each other as a sounding board when trying to make some of the decisions.
Wheel of supplies... great idea to teach a procedure that may have many instruments. No two games would be alike.... you could combine two procedures on one board just to mix things up a bit. There could even be prizes like leave 10 minutes early coupons for "winners".
Sometimes engaging the students is hard and by making a game out of it (wheel) or taking pressure off the student from having to give their opinion in front of the class helps them.
valerie, I.m glad you like these two activities and will be able to use them.
Michele Deck
I would say Eyes and Ears are a very important teaching style that I am working on with the students, especially as they are taking a thorough health summary of their patients. Looking and listening with all their senses is so critical to get a full 'view' of the patient in clinical settings.
The Weakest Link is also a great tool, especially when other students are assisting a student with a patient. I have found that students will offer their input to another student when they see that the student isn't doing something that was taught or is optimal, other then what they were doing. With assistance from me, as their instructor, this further clarifies an ideal way of doing a particular task/skill.
lorraine, I like the random selection you offer them, as they will see this variety on the job.
Michele Deck
I teach a final certification review class which all students have to take to review their clinical skills. I use index cards with scenarios which require a decision on what skill the MD would require the MA to perform on their patient. Students pick a card at random from a basket and then test out on the skill. It is a fair way to run the tests outs and shows the students that they never know in a real office setting what will be asked of their clinical skill, thus they must be proficient in all skills. They seem to enjoy the challenge and it keeps them practicing without prodding them to do so.
Tammara, I like that you focus on the fact that no one is textbook, so they must be prepared to think.
Michele Deck
The Weakest Think game is a very good tool. I can incorporate this into my clinical classes when we have lecture days. Students are usually able to memorize and study notes/handouts, but its the hands-on, critical thinking skills that many of them need help in developing.
Many of them think patients will be strictly textbook examples, so they are not prepared when "patients" with real signs/symptoms that are sometimes atypical appear. This helps them to start applying a lot of the knowledge they already have.
Deborah, the more hands on strategies you use, the more confident they become.
Michele Deck
Hands on teaching and demonstrations. My students like to see real life examples.
I think the 'Wheels of Supplies' is a wonderful strategy and plan on incorporating this in to my class the remainder of this term and into the next.
