Alberta,
It is a great idea to plan for class discussion, following the introduction of a course topic. In addition it is a good idea to assign additional activities (as a "backup" plan) in cases where the students are not actively participating in the discussion.
Tremayne Simpson
Marshall,
As a suggestion, it is a good idea to periodically place questions, at various points in your lecture. This will give the students an opportunity to "keep up with the pace" and you will be able to assess the overall level of comprehension. If something was not interpreted clearly, you would then have an opportunity to re-present the material to the students.
Tremayne Simpson
Jennifer,
This is a good method for ensuring that all students (regardless of learning level) will be engaged in the course. It is also a good idea (when applicable) to create collaborative assignments that will enable the "faster-paced" students to work in tandem with those that are struggling. Sometimes the "peer motivation" factor can assist in getting the struggling students up to speed in the course.
Tremayne Simpson
In my classes I make sure I always schedule time at the beginning of the class for miscellaneous activities. I also ask questions about past lessons to activate prior knowledge and make connection with the class. It is always important to be flexible and have extra materials just in case you have extra time.
Jesus,
This is a good method for managing time in the classroom. I also find that it is important to store additional questions/activities onto the student portal/discussion board, which can be used when there is extra class time. Sometimes I can pull up some discussion board questions and highlight some of the great responses, that I receive from the students.
Tremayne Simpson
I take three key objectives that need to be covered and divide my lectur into three 20 minute segments in which to cover them. We have short Q and A sessions between each.
Sometime we have times where it goes by fast and end up having time left before class is over. I always have back up material that pertains to the subject to talk about.
Siobhan,
I also use a similar approach to ensure that the class is "on track". At the end of the class session, I review the three objectives for a short review of the day's activities.
Tremayne Simpson
I have been teaching for 20 years, and have learned that time management is essential in my classes. I have classes that are 4 hours in length. It takes a lot of planning to fill this amount of time. Here is a typical lesson plan:
Review last week material and answer questions
Lecture over new material
Provide a short quiz
Assign homework and throughly explain
Provide in class time to assist students with homework
Karen,
I have also taught 4 hour class sessions and I agree that constant review of the material is important. In addition "segmenting" the lecture throughout the session, with intermittent activities, can assist in the students' retention of information. Regardless, of how the lesson plan is developed, it is important to avoid inundating the students with long segments of lecture.
Tremayne Simpson
Hello,
I teach a 5 hour technology class, so time management is extremely important in keeping the student focused. I utilize time spacers and end class lab time into the exercises which allows the faster student to complete the work and not feel "held back" and the slower student that need more time are allowed to learn at their own pace. Using these strategic methods allows the time to be broken into segments of short exercises with work time involved. This also allows me to have 1 on 1 tutorial/help time with each student, which I feel is very important.
I like keeping a production schedule on my chalk board. My students are able to see that times that they are expected to finish their projects by. I keep reminding them about the times, and give them a count down which makes them focus a lot more.
James ,
Do you set-up activities/projects that enable the "faster-paced" students to interact with the students that are moving at a slower pace?
Tremayne Simpson
Karla ,
As a suggestion (you may be doing this already), it may be a good idea to not use the production schedule for the last few classes of the term, to see if the students have acquired this learned, time management structure.
Tremayne Simpson
The segment makes reference to "compression" of time (not enough material to cover the allotted time), but I know that, for myself, I need also to become aware of the opposite: with some groups of students, the material takes way longer to cover. Whether it be the students' lack of grasp on the subject, involvement in interesting questions, or other factors, I know that awareness of time factor is important, not only for me as the instructor trying to cover all the material, but also for the students so the class length isn't overbearing.
Dan,
I have also experienced these situations, with certain groups of students. In these cases I tend to supplement that allotted course time, with "outside of class" assignments that may assist the students in further comprehending the material. It is important that instructors are patient with students that are not able to "grasp" the material, however sometimes it is important to provide them with further practice, so that you can move on with the planned lesson.
Tremayne Simpson
I've always found that staying on task is where it is most important with time management. Students will ask a question and somewhere we start getting off topic so I usually have to keep tabs on that and put us back on task.
jamie,
I agree. However, sometimes the material that is discussed "off topic" is prevalent to the course and could added to the class lesson plan for future discussion.
Tremayne Simpson
It is important to have extra supplimental activities on hand that are relevant to the subject matter just in case the session has moved quicker than normal. But do not forget about debriefing. A lot can happen during this time that can lead to discovery.
Linda,
I agree. During the "debriefing" segment, I usually receive interesting questions that may prompt me to provide more information on the subject. Also, I usually have questions for myself such as: "Did I clearly explain this concept?" or "I wonder how many of the students did not understand that theory?"
Tremayne Simpson
