Some learners no doubt will grasp certain parts of the body easier than others, whether it is the skeletal system, the muscular sytem or the nervous system, for example. After a half-hour lecture you can divide the students into groups. It's okay if some excel more than others; that way they can all learn from each other. I think games after a lecture will create harmony amongst their peers.
That's why I like to keep it simple and fun, therefore the learner doesn't realize they are even retaining the vocabulary until they are involved in some game and blurt out the correct answer. It is wonderful to see their confidence skyrocket!
It does both of those things without the students being aware of it.
I would think it would work if the students were at different levels because it would help some with a review and push others with new words.
Yes, it is easier that way.
Those activities should work if they are studying the same material.
Pairing students so they can help and teach each other sometimes overcomes learner barriers and is a great strategy to use. Why does the instructor have to be the only teacher in the room? Using everyone's knowledge, skills and expertise is a wise decision, Jennifer.
I put the strong students with the weaker ones.
This helps everyone learn. The games and puzzles still work because they apply to all levels.
I do correlate the lecture with the activity so that when students remember the activity, they remember the content.
Is your lecture on a certain region of the body or prefixes/suffixes? Do you corrilate the lecture with the activity that you have them do? I'm willing to try anything.
I put all the students on teams of people who are at all the different stages together. I lecture for a short time, then I give them a few minutes to do an activity together to win points. The people further along teach the ones who are not. This allows them to help teach each other.
