Whenever possible I try to incorporate multiple senses. I have taken a topic that was previously presented by lecture and now have the students move about the room visiting different "stations" to collect information. The students may touch, smell and feel the objects at each station and may discuss their findings with classmates. I find that students recall information from this experience long after we have moved on to a different topic.
Hi Shelly,
What a great way to get students actively involved. Students tend to retain information if they are having fun while learning.
Patricia Scales
When teaching medical terminology I have students create flashcards. That they can build terms and engage themselves in groups to discover the meaning.
Also during powerpoint presentations I pause to have group discussions to analyze what was presented.
One example from my biology class is with the lecture on DNA structure and the complimentary base pairs guanine-cytosine (G-C) and adenine-thymine (A-T). As a break from lecture, I set out small boxes among the tables that contain cards that represent each of the four molecules. Each card will only fit together with the other complimentary molecule. I then right a sequence on the board for one strand of DNA and have the students make the same sequence with the cards. They then create the complementary strand by attaching the appropriate complimentary molecule to form correct base pairs. This is a good way to break up the lecture and accomplish some hands on learning.
Rob
Hi Rohit,
Flashcards have proven to be a very powerful learning tool. Flash cards really help students retain information.
Patricia Scales
Hi Robert,
Nice way to break the monotony to engage students in hands-on learning. Students need theory/lecture, but they really learn more by doing.
Patricia Scales
I believe that a learning objective that needs to be met via a lecture will need to be broken into small components where I am speaking to the students for no more than 15 minutes at a time. To create a state change, I will break them out into smaller groups and have them actively participate in the lecture/learning objectives. I do this in much the same way many others have reported in this particular thread. What I find most effective is to consistently change the groups around, and have some type of a competition between groups when appropriate. An example would be having the groups develop review type questions that are designed to match the materials covered while trying to stump the other groups with those questions. Whoever gets the most unanswered questions - again the questions must directly relate to the topic/learning objective being covered - gets a special recognition for that day. This is effective most of the time, but not always.
I teach Dental Assisting, which is really hands on. When I first started, lecture was very difficult for me because I am so used to a more kinesthetic envoirnment. I have found that incorporating the use of pictures, videos, and personal stories have helped with student engagement. I also always follow up on every activity we have done. Getting student feedback from classroom learning has also been a great tool for me when incorporating active learning.
How do i make active learners out of students that dont seam to care
We have a clinical portion along with lecture. Students love to talk about what they learned from their patient's, what they haven't seen before, or discuss what challenges they face. So I ask, who had a patient who's conditions relate to class. Then as a class we discuss, clinical features, treatment, etc. and how it can relate to EVERYONE. They seem to really enjoy sharing as well as then I can fill in with the book information, and ask questions relating to REAL " Case Studies" I could have them prepare a full case study and come to class to do a mini presentation or group discussion, on the course topic(s)that are to be presented that day.
When I feel that I am losing the interest of the students, I try to come up with a question, or just something that makes the students think a little bit. I have them think to themselves for a a few minutes. Then they will take a few minutes to share their thoughts with the person they're sitting next to. Finally, we will go around the room and share with the group what was discussed in pairs.
I think that the strategy of dividing up the lecture into sections and having the students only listen to the first portion, then to have a conversation then take notes allows the students to take more control of the learning. Often we are stuck in the model of 50 minute blocks without much interaction.
Hi Emily,
Students really learn more effectively from doing. I am a kinesthetic learner as well therefore I like teaching this way, however I do teach to reach all types of learners.
Patricia Scales
Hi Mike,
Some students just do not care. Continue to give active learning type assignments and encourage your students as best as you can. Once you have done all you can for the students, that is all you can do. Grade them accordingly, once they receive so many zeros they will begin to wake up.
Patricia Scales
Hi Sarah,
Great exercise to get the students refocused. Sometimes we really do have to force our students to learn.
Patricia Scales
Hi Douglas,
Great way to break the monotony! Even adult learners want a mixture of teaching methods.
Patricia Scales
Hi George,
As long as it works most of the time, I would continue using it. Smaller group settings seem to be more effective than larger ones. Students tend to be themselves more in a smaller group setting.
Patricia Scales
Hi Sara,
Students enjoy and learn a lot from case studies. Case studies make students think about what is going on in the real world.
Patricia Scales
I almost never teach using a pure lecture approach. I find that puts students asleep. When it is a lecture though, I also inject several questions. I always tell the students that they are free to ask questions and so am I. It's a two-way street. That usually keeps them on their toes. Usually however, I teach using the see-discuss-do method. I lecture about a topic (with questions/discussion thrown in) and then have the students practice in small groups what we've just discussed.
Hi Mark,
Love the see-discuss-do method. Students want a variety in the classroom. Pure lecture is way too boring. We should give our students something to look forward to.
Patricia Scales
