spell check suggestions have us using pneumatics in the classroom and planting hostages instead of hostas in the garden.... Open the door Hal.
I intend to continue my habit of reviewing material from prior week at beginning of each class and when class ends.. ask questions about what had been covered in class to be sure they got my message..I strongly agree with using board for outlining major points of the day..
I N 3 1 6 Restoration and Renovation.
Use simulation activities to comprehend the meanings of the types of definitions of the general subject of preservation: restoration, renovation, replication, consolidation, adaptive use.
Give written or oral definitions of these and other major sub heads of the general term.
In workshop arrangement to research, ask each student to expand with examples of the assigned defined terms, and individually, present orally to the class.
Regroup students to critique the definitions and report their written responses as to accuracy or objectivity to the combined class.
Greetings Charlotte!
Sounds like you have a good plan of action for reviewing materials covered.
Something that I do with my class is I asked the students to develop and persent the daily review. I have found this helps them pay closer attention since they know they will lead the review and further enhances their presentation skills.
Keep up the good work!
Jane davis
ED 107 Facilitator
Let them work hands on. Repeat....
More rview of main points in the end of class to follow up. Sounds good.
I want to implement peripheral learning. I can think of several key ideas I can put on posters and display around the room. These will definitely be visual. Depending on when I display them they could also impact primacy or recency. I already do a comprehensive course review. One other thing I plan to develop is a set of sample lesson plans. Some of my students have asked for this in the past. They want examples of approved lesson plans that reflect the formats for the various teaching methods we incorporate.
I don't know if we have permsission to ahng up peripherals. Must get approval.
There must be some way to turn this into a game - they could have more success than if the review occurred at the start of the next session and it would help them organize the info in their minds - perhaps contributing to their retention even more.
Good thinking.
The backward chaining is a great idea. It gives students the goal that you are trying to achieve.
I will find more ways to make emotional connections with course content.
For instance, make funny analogies or examples when explaining certain terms, in order to appeal to the students' emotions (laughter), as a retention tool.
Greetings Tremayne!
Relevancy - a key concept. How a student can apply analogies or examples is depending on the relevance to their own experiences. So I encourage you to give this some though when you are making the emotional connection.
Keep up the good work!'
Jane Davis
ED107
I've been thinking of ways to do backward chaining in a class that does not have a lot of submittals that students must produce. For my materials topic (lecture class) I think I'll start my lecture images with some fantastic installations of the material that is the topic of the day that tie in with the comments that I'll make.
When teaching a class that is not a major course but only a class that is required, it is important that the learning process is taken slow and interesting. I use a variety of activities and discussions to get people involved in the class. Especially those activities that go along with the subject for the day. This way those that are not as interested as they should be get involved and put certain things to memory and leaning takes place.
Hi Lisa!
Sounds like a good approach! Would you be a litte more specific, please?
Thanks,
Jane Davis
ED107 Facilitator
I do hold group quizzes in the beginning of the class. I keep changing the group members. This way everybody reads before hand. I also tell them to introduce themselves.
Story telling brings in primacy during my lectures.
I tell them jokes related to the subject. It makes learning much easier. I have clip art, which is good for visual learner.
I will introduce many things to improve my way of teaching.
Good morning Vinita!
I like your idea of group quizzes. Would you please provide a little more detail on how you make this work?
Good job!
Jane Davis
ED107 Facilitator
I will try to give the most important information in the beginning of class then repeat it at the end. I will try the method where I teach in reverse. I teach drawing so I would take students to the Museum and show them drawings and talk about the things in the drawings I expect to see in their drawings.
My students tend to always forget at least one element of the projects or assignments, so I will make sure that I have as many visuals as i can to assist them. Maybe have colors that may assist and make when we are having work time, let soft calming classical or jazz music play as I repeat what is needed before they leave for the day. when I was in school my professor told me that smell triggers memories but I have to see what I can do about that
I like the idea of front loading the most important material first, and crafting the class time to create learning/memory opportunities for the various learning styles. Being more aware of my word choices will also help. I remember in grad school one of our professors had a saying: "Don't be ironic. Students don't get it." I have seen the wisdom of this advice even with younger, edgier students. A little irony goes a very long way. Students are strangely sensitive and irony can trigger the reptilian response in seconds flat.
