Pamela, I wish you all good results and hope you enjoy these as much as your learners will!
Michele Deck
I have used Jeopardy and divided the class into 4 teams. I am looking forward to trying many of these new activities and encouraging other instructors to try the same
I have used the whole brain organizer in the past and look forward to beat the clock and draw a term. I think the key to success is you have to plan ahead and have all materials prepped. Organization is a must for these to be successful.
Stacey, this is a high impact activity because once the student experiences something like this, it gives them empathy for someone living it.
Michele Deck
I am still too new in the classroom instructor role to try and use an actual activity. However, when I was a student, this activity stuck with me. When discussing diseases and conditions of the respiratory system, the instructor had us blow up a balloon normally, then try to blow up the balloon using a straw. This was the instructor's way of explaining what a person with COPD experiences on a daily basis. It is activities like this that really make an impact on a student.
I have used play do as well when doing the brachial plexus. Each nerve root is a different color and as they combine to form a new nerve the new nerve mya be multiple colors
Kathryn, it sounds very hands on, not kindergartenish at all. The more hands on approaches, the higher learner involvement creates higher memory.
Michele Deck
My students need to learn the components of composite restorative material which involve a BIS GMA polymer matrix, a glass filler and a silane coupler. I give the students playdough for the polymer matrix in which they place quartz rocks for the glass filler. The rocks are marked with Si by the students to represent the silane coupler. It seems like a project for a kindergarten class. Anecdotally however I find that the students remember the makeup of a composite when I have them do this activity. The classes in which I do not do this activity do not remember as well.
