Jeremy,
What types of "back pocket" material do you have available for your students?
Tremayne Simpson
I build my lesson plan to include additional information. I monitor the time during my presentations and if I am on time I keep going; if behind schedule then I omit some of the extra slides or side discussions by skipping slides. This is similar to what was recommended in the module except that I plan to run long and just skip slides as I am going to stay on pace. This allows me to fill the time.
If I am running really long on something, I create a short homework assignment for students on anything that gets light treatment to ensure we get enough emphasis on critical points.
LE,
I agree with your format for time management. The key is to have "flexability" in regards to conducting the class session. "Overpreparing" is the best route to go when planning the lesson and any "excess" material can be used during another class session or provided to the students for additional, "outside of class" review.
Tremayne Simpson
I know how important it is to have a good and flexible lesson plan.Since I teach a hands on practical subject, I like to vary my approach by giving condensed demonstrations,that do not last too long. Once I have shown the students one part of the process, I allow them to go and practise what I have shown. This way the entire demonstration is broken up so that the students do not lose focus or interest.
It works well. If the students do well and really understand the whole conceptand we have time, I always have extra material to show the students and that they can practise, which is not necessarily on the course but the students really appreciate as a bonus and a great way to fill the extra time.
If on the other hand the students are slower and falling behind I always make sure that they are shown all relevant material and given the tools so they can practise at home.
The main element to have is flexibility when planning any class.
Great tool. Time management is the key to success in lesson planning.
Thanks
Ricardo,
I agree with your methods for class structure. Allowing your student to do a hands on, practical activity after your demonstration can provide an instant "transfer of training" assesment for the instructor. If the students are not able to complete the activity, then the instructor will know that they may have to review the lesson.
Tremayne Simpson
Ricardo,
I agree with your methods for class structure. Allowing your student to do a hands on, practical activity after your demonstration can provide an instant "transfer of training" assesment for the instructor. If the students are not able to complete the activity, then the instructor will know that they may have to review the lesson.
Tremayne Simpson
I teach a lab class that has short lecture, demonstration, then hands-on work. I can allow students more or less time to work on their projects, depending on how the class is going. If I have an especially fast class, I have "bonus" demonstrations/discussions I can use to fill time. If the class is slow, I give them a time limit after the demonstration for them to practice, and I try to discourage non-class-related chatter.
I teach clinical nursing in hospitals. Time management is important topic for students to understand. By assigning them care of required number of clients and at the begning of 12 hour shift-asking students to verbalize or write down the schedule for activity some what helps them to grasp the concept of time management. Would like to know any newer or better ways of teaching time management.
I have noticed the majority of my American students regardless the race they accoplish all their tasks by due dates; but honestly the majority of my hispanic students do not use effective time managment techniques. What other tools should I usewith them without discouraging them?
My classes are five hours long, five days a week.
I usualy have extra material in case I have a class that does not have any trouble understanding the material.
First i will ask alot more questions than normal, if we still have extra time, I will go deeper into the material than the course description requires.
Michelle,
I like the idea of having "bonus" demonstrations and discussions. These can be used in situations when the class (collectively) are not focused on their projects and may need to be directed back to the selected topic.
Tremayne Simpson
In the class that I am teaching now, I read the outline (powerpoints) before class, taking notes on them and writing questions I will ask during the class discussion. I also like to vary the class by mixing in other activities such as test review, small group discussions, ect., between the lecture and powerpoints to keep on tract and keep the students involved.
A time management tool to consider is a question and answer session. In doing so, students will receive the opportunity to provide feedback to determine their level of understanding.
Jennie,
Just for clarity, are these Hispanic-American students or international students?
Tremayne Simpson
Fedele,
I would imagine that it is highly important to keep additional materials for a class that is this duration and meets for the entire week. What methods do you use to keep your students on task and focused for the entire class session?
Tremayne Simpson
Freddie,
I agree. It is important that the questions require a combination of application of the lectured/assigned material and student opinion. In other words, the question/answer session should be used as a mere "time waster", however it should be used to gage student comprehension and expand their knowledge of the topic.
Tremayne Simpson
I teach a 4 hour class, so I divide my content into 4 sections. I try to use a variety of activities to keep time moving. I also start each hour with the activities that could vary in time so I allot enough to complete it.
I time out each lecture making sure I leave time for questions . If I don't have questions then I have a prepared list of questions, that I ask my students. Sometimes this gets question from them If not I continue asking my questions. Even though I don't like doing it this way I get a good feel on what they got or didn't.
Lisa,
This is an effective time management strategy for a four-hour course. I have taught courses similar to this format (4 hour block) and I found that it is important to provide an activity (for credit) at the beginning of the course, in order to encourage students to arrive on time.
Tremayne Simpson
