Class size varies with each course, as does class personality and cognitive level. Therefore, I always plan extra, relevant activities in case the pacing is faster than average. Examples are video clips, practical, in-class application exercises, quizzes/worksheets, as well as extra resources for students to access. With larger classes, the pace is much slower and I make sure to plan to stay later and also to offer extra help sessions or course-related workshops after class.
Crystal,
This is a great observation. I also practice a similar approach and have several variations to the daily lesson plan, depending on the class situation. There have been many instances where I have made adjustments (to the lesson plan) during the class break.
Tremayne Simpson
When giving lectures in class, I like to move fairly slowly to ensure that everyone in the class gets as much from the lectures as possible. This does, however, sometimes cause some of the faster students to get bored and stop paying attention. When I find this is the case I like to incorporate some real-life stories or situations I've encountered to get everyone to focus again. In the class I'm currently teaching, I have the luxury of fairly short lessons, so I generally don't have to worry about falling behind.
Ryan,
I agree that instructors should definitely pay attention to the reactions of "faster-paced" students and provide periodic challenges (to the class), in an effort to keep them engaged. I tend to use collaborative activities, that enable the "faster-paced" and "moderate-paced" to work together and challenge each other.
Tremayne Simpson
Time management is an important part of planning a lesson. Not only does it allow you the ability to organize the material, but it also helps to fill in space with additional activities.
In order to run a classroom efficiently, time management skills are critical.
Jeanne,
Great observation. Time management skills are an essential part of planning lessons and making sure that all of the students will acquire the learning objectives, by the end of the course.
Tremayne Simpson
I agree with this and utilize the same structure for most of my classes, whether they are 2 hours long, or 4 hours long. By breaking my lecture up into 15-20 minute segments, I find that it helps in multiple ways. First, it keeps my students from getting bored because we are changing it up a couple times an hour. Second, this gives us good time to fill in breaks as needed, and finally, I have 15-20 minute segments available in case class ends early.
Erin,
This is a great method for time management. As I mentioned earlier in the post, it is important that instructors conduct their lectures in shorter increments to ensure that students are paying attention and are able to retain information.
Tremayne Simpson
Breaking the day into chunks of learning time with different types of activities helps to keep them moving. Having them participate in demos, showing powerpoints, class discussions, and even class time to work on their projects (if needed as a time filler) helps to fill up our days. Keeping various class projects on deck also help to fill time if needed.
I teach fashion design and my classes are 4 1/2 hours long with a 1/2 hour break at midpoint.
Before starting class, I write the topics/demonstrations to be covered on that session on the board where is visible to everyone including me. Depending on the number of demos I have planned for the session I break them down into the first 3 hours of class giving students ample time after each demo for practice and I write a timeline on the board. For example:
Demos:
6:00 - 6:15pm Lapped zipper
6:15 - 7:00pm Practice
7:00 - 7:15pm French Seam
7:15 - 8:00pm Practice
8:00 - 8:30pm Break
8:30 - 9:00pm Handsewn buttons & buttonholes
9:00 - 9:45pm Practice
9:45 - 10:20pm Class review & homework discussion
10:20 - Clean up
I find that this strategy in two ways; it helps me to stay on point with demos and keept better track of time. And it also informs students of what they should expect to cover that night.
Although this information is already included on the syllabus which they all have a copy of, it just reminds them and helps them mentatlly prepare for the demos.
I also ask them to take notes while demos are in process, write down any questions that may come up and ask them at the end of the demo if it hasn't been covered in the demo. This is a good way for me to avoid interruptions and stay on track.
Good idea.
It sounds similar to mine. I give students a demo (I teach fashion design) and right after demo I give them enough time to practice what I just covered on the demo while is still fresh in their mind.
MJ
Caren,
This is a great method for managing classtime. I also use a "variety" approach with my courses, because it adheres to the student "attention span" and I can use the various activities as persistant assessment devices for student comprehension.
Tremayne Simpson
Martha,
I also post a detailed lesson plan on the board for daily class lectures. I find that it works well with the organization of the class and it can also serve as a great reference for an "end-of-the-class" daily review.
Tremayne Simpson
Martha,
This follows the format of the "core" course structuring at my school. Although I teach general education lecture courses, I still try to implement this method in my classes.
Tremayne Simpson
I always keep some material around that I can plug into power point. It seems like the first week is always the most troublesome. Once I am able to read the students, meaning, how fast are they?, how accurate are they, and so on, it becomes a lot easier to plan out the day.
I have several different schedules made depending on how many days we may miss due to holidays etc. I also utilize these schedules when we have unexpected days off for snow/weather related. Our classes only run 3 weeks at a time so missing one or two days can really throw a wrench into things quick!
James,
You have presented "common" questions that most instructors have during the first week of the term. It is a great idea to have a variety of activities and assignments, to manage time. If time works as planned, then the additional activities can be assigned as "outside of class" work.
Tremayne Simpson
John,
Since your courses run in truncated intervals, it is a good idea to provide your students with supplemental learning resources. This can be achieved by adding resource links to the student portal page, posting daily questions to the discussion board and utilizing publisher provided resources. Supplemental learning resources can never replace actual "classtime" however, they can be used to keep the students focused on course related content.
Tremayne Simpson
My classes are just shy of 2 hours. Normally before the quarter begins, I map out everything I have to cover in class. I always leave extra time for questions. If I happen to have time remaining, I am always prepared with a video to show that pertains to that particular lesson.
Krista,
What is your course of action if you run out of time, during a class session?
Tremayne Simpson
