Will use the relay race, as my class size tends to be small and this activity is better suited [I believe]for smaller groups. Taking a cue from the Baby Ruth candy bar as reward for the baseball game, I would find an appropriate goodie for hand out at the end of the race.

I a visual learner and I can understand this type of learner...so I wish to build my skills on learning more ways to become a better visual teacher.

Medical term games that were just explained I believe you can use these in many different subjects.

Group activities can be a very good ice breaker for the entire class....it allows them to make mistakes but everyone will of the same mind set...its all in having fun to learn and everyone is learning.

Is it true after a certain age that our memory bank is over loaded and not able to hold much information? Are do we just get lazy and do not chose to remember certain things?

Because many of our students are bilingual English/Spanish I have found it helpful for long-term memory of all students to have bilingual students find words in English and Spanish that share the same Latin word element.

I find that friendly competition among my students really helps them engage. Bragging rights are a big motivator! One game we play to learn surgical instruments is divide into two teams. Then, I make two plies of instruments. When I call out the name of an instrument, a member from each team goes over to their pile and picks instrument out. Each team can provide feedback and hints to their teammate. The team that picks the most instruments out correctly is the winner. I think I will adapt this game to terminology. The teams will have to pick either the term or the definition that corresponds to what I call out. Allowing the teams to give feedback and help to their teammates keeps everyone involved and generates new ways of thinking about terms.

Allow a few minutes before the end of each class to assist any student with review

Being able to communicate to the students will making them feel comfortable is very important. Some students have a hard time learning and feel that they are unable to ask for help. It is very important as an instructor that you communicate tothe students that you have an open door policy.

Have students prepare review questions from lecture,

Many Students have many different styles of learning. It is always good to be able to identify the students learning styles so that you can teach them accordingly.

Closing your eyes open and feel the insruments being able to identify according to different parts of the instruments

When speaking the the students about different types of instruments, make sure they are prepared at all times and thay they are listening. There make come a time when they have to think fast and make quick moves regarding to what they have heard.

Place answer cards under chair, having student remove cards, ask question, student select correct answer from their answer cards.

Ask reveiw questions to the students. Make sure that each student has a card marked T/F or A/B. After the question is read, the first person to raise their card will have the chance to answer.

This is by far the activity I am most excited to try. When trying to remember difficult words often of latin origin that are not frequently used in everyday vocabulary, silly words, phrases, or picture association is best. I remember struggling in organinc chemistry trying to remember different compounds and how to identify them. The one that stands out to me (still today 10 years later) are the Ester formulas. We called them "Ester bunnies" because of the amounts of oxygen in the formula (lots of O's) so we remembered them as eggs. Silly but it definitely helped me remember.

I think the point made about explaining the purpose of the various activities is very important. Some students are used to learning in the dry and monotonous lecture classrooms. When an instructor provides an activity, especially a fun activity, students may be taken off guard and wonder how it is an efficient use of class time. Explaining the purpose and the learning value of the activity to the class will clarify students' concerns and help them enjoy the activity more.

Based on the information that emotion creates memory, would the fear and intimidation associated with a high educational risk help students remember the topic? I was thinking about the educatioanl risk involved in the Socratic method used in most law schools. Law students expect to be called on and engage in an active debate in front of the entire class. Would this type of learning be deemed more appropriate if students expected it from the first day of class? Would they be more prepared and remember the material? Or is it a just a bad idea in general?

I always check what work for the learnes to implement activities.

I will be implementing some of the Games for the students to have fun.