I read with interest this page on holding students' attention. I used some of the techniques listed today in my Surgical Assistance class; I demonstrated a skill/task or two, then had the students practice themselves. I would then demonstrate one or two more and then have the students practice. I also used #14: Stressing Relevance. Once all tasks had been practiced, I demonstrated how each of the tasks would fit together and flow once we begin surgery labs. I am going to incorporate more change and surprise (#13) and also take some time at the beginning of any student practice time to "Establish the routine, task and time limit" (#9) to help avoid waning attention.
Thursday, January 7, 2016
Instructional Process/Strategies
I read with interest this page on holding students' attention. I used some of the techniques listed today in my Surgical Assistance class; I demonstrated a skill/task or two, then had the students practice themselves. I would then demonstrate one or two more and then have the students practice. I also used #14: Stressing Relevance. Once all tasks had been practiced, I demonstrated how each of the tasks would fit together and flow once we begin surgery labs. I am going to incorporate more change and surprise (#13) and also take some time at the beginning of any student practice time to "Establish the routine, task and time limit" (#9) to help avoid waning attention.
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