Covering content vs. learning
I do play games as learning tools but usually for review. I like the idea of using them to introduce content. Most if not all of the group activities will work well no matter what the class is.
My trouble is usually having the time to prepare for the activity ahead of time,as I do not have a lot of prep time, and figuring out how to work it into the class. I generally try to have at least one student centered activity for each class period (usually 2 hrs) but still have struggled to cover content.
I think I still end up lecturing much of the time because it does not take as much prep time and Icahn cover the most content that way.
I am still trying to figure out how to worry less about providing the content for the students, after all they do have a textbook, and concentrate on creating meaningful ways of helping them move the content into memory.
Jodie, I agree with you. It is difficult to find a balance between lecture and activity. I always remind myself that just because I SAY something (the content) does not mean they will remember it. I look for ways to involve them with the content.
Michele Deck
I have found analogies work well when trying to convey the content and learning. If the students so not have a medical background, sometimes finding the common ground between to things helps those students remember. Like with the bovie. One question every student answers incorrectly is: "who activates the generator?" most students answer the RN. Which is incorrect. To help students remember I use the car analogy. Just because you go outside to crank the car does not mean you are the driver. The RN turns the generator on but does not activate the generator. The surgeon activates the generator with the bovie pencil much the driver of the car when they put the car in drive.
Amber, I like your bovie analogy and can see how this makes the function cleasr to your learners.
Michele Deck
