Learning Games
I have used a game in my Med Term class that involves splitting the class into two groups and answering various types of Medical Terminology questions. I have found resistance from some students who claimed, they did not like games. I found that once we got started they really enjoyed themselves and actually learned or rembered things they thought they didn't know. Does anyone one else use games in their classes or have any suggestions for group activities?
Julie, it is engaging and challenging and will bring out the best in your students.
Michele Deck
That's a great idea, I too have the jeopardy program, I am now going to start Med Term for whatever subject we're in. Fantastic! Thank you for bringing it up. :) I really feel this will keep them engaged.
Sandra, active learning is a strategy that can work with algebra.
I like the idea of a Jeopardy Themed game. I will have to try that one. I understand that this course is for medical terminology; however, the concept of using a game to assist in learning is something that I use when teaching algebra. The students love the competition and I love that they learn the content! I have the students chose numbers from a bag to determine the groups.
Since it was a class project, did they get a grade for it? If so, how did you set up the grading scale?
The Liar's Club games seems like fun, but I would worry about just creating confusion. I try to put myself in the position of the learner and I think this game would confuse me with too many of the wrong things being said.
It's amazing how creative students can be when given the chance. It's great to hear yours is their favorite class.
I have my students get into equal groups and tell them to create a game useing as many prefixes, suffixes and root words. It is amazing how quick and how talented they can be. They play the game in class usuing volenteers from other groups. The retention is amazing they really get into playing these games and it clicks they get it. It is wonderful to watch.
Often times they involve me. My students all tell me that medical terminology is their favorite class. I really believe its because they take such an active role in their learning.
I always explain why we are playing the game and let them know how it will help them to remember the subject material. I always explain why they would want to complete an assignment or why they should want to play a game. It lets them know that we are not just "wasting class time" but rather helping them to understand and remember the information. EXPLAIN EVERYTHING!
Wendy, I agree wheel of terminology can also be a great learning strategy. Keep up your good work!
I love using games... it keeps the students interested and it seems everyone wants to participate. I love using a "Jeopardy Theme" to review terminology usually before an exam. Hang man is another favorite of the students... we are currently working on a wheel of fortune type of game for terminology or whatever we can make work!
Cindy, good luck with Pictionary. I have used itmwith great success, so I know you will, too.
I play games similar to you......my classes are pretty big so I usually have 4 groups and we play jeporady or deal or no deal. The students seem to really enjoy it. Tomorrow we are going to play pictionary.............not sure how that will go because it will be our first time..........
It does take more time to write application style questions, but once you do you can reuse them over and over, so the time investment is a good one.
Lynn, I hadn't thought of Liar's club as an activity, but will try it now. It is an excellent interactive strategy that can teach and reinforce.
Yes, I've done this before, and it does stimulate interest. The only down side I could find is that the questions tend to be overly simplified knowledged-based questions. It takes more work to make questions that are application-style questions.
I have not tried this yet, but I think it would be fun to play "Liar's club" with new words. A panel of contestants at the front of the class would either give the correct meaning of the word, or make something up. Points would be given for students who could guess which contestant (student) was giving the actual definition.
Kathie, flashcards can be a great learning strategy. Since you are asking what I would do, here are my thoughts:
1. I'd make sure that the flashcards they create had not only words, but some picture or visual element that is directly related to the term. Copy some pictures and give them out with the colored paper.
2. I'd give them less time more often.
3. I'd also make it a competition between small teams and give out stickers or other small items for the team having the highest number of right answers per person. If you involve them in a competition, some will even study between classes to beat their friends.
Hope this helps. Happy New Year!
My class has 3 groups of 8-10 students each. I break each group into 2 smaller groups, give out 6 different colours of paper, ruler, scissors. I have math people figure out how many flashcards to make. Neatest writers write cards. Others verbally dictate terms. Once flashcards are made (give one hour/250 terms), students get 15 mins each day for next 3-4 days to review. I let them know there will be 25 marks/200 for medical terms to motivate(?) them. About 1/3 fail miserably. If I give 10 minutes over 6 days, will I get better retention? Or just bore them/lose interest with repetition?
