Activity
I always found mind mapping a vital tool for learning. "What can you tell me about....." and let them carry it and fill it in. f the y are not where you want them, prompt them to bring them to where you want them.
Let your students run your reviews. It is not a time for you to give insight to the test. It is a time where you can redirect if you sense they are spending inordinate amounts of time on things that should not be.
People learn in different ways but are expected to have a set baseline for acceptance in their profession. This must be stressed to students. What will you do if there is no "kinesthetic" method for you to learn?
Faculty who use multiple examples and different modes of learning will be more effective. Stop and ask questions...do some formative assessments so you know where they are at.
Working with learning disabled is your chance to assure your material is accessible and fluent to all learners. It assures what you are doing in the class is inclusive.
One of your jobs as a group leader is to make sure you just don't say "get in groups". You want (especially at the beginning) to make them co-work with each other.
If you are creating groups, you need to let them be successful or not. You are not making mini-yous. This may be letting them expand on something that you know may lead them wrong. The willingness to do this is hard...but it is part of the learning.
If you are a strong lecturer, don't let others tell you not to lecture. Some of the best faculty can build learning within their lecturesd and would not be considered a sage on the stage.
You need to use the rubrics....and use them fully. Modern students will not let you just circle and 86% on the top of the paper and move on. They...and you...need to be able to defend a score.
Being able to present, demonstrate, and explain the content will help students make a connection to it. If it is always one way...no questions...no discussions...then they start thinking you are going to fill in all the blanks. That is NOT the goal.
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