Modification of Traditional Classroom Activities | Origin: EL113
This is a general discussion forum for the following learning topic:
Active Learning in an Online Environment --> Modification of Traditional Classroom Activities
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
I've regularly used the flipped classroom and reflective learning, but I want to look into more innovative techniques. I like the idea of finding defibrillators in the immediate area. There are so many new tools being created every day that can be super useful in the classroom.
Active learning techniques incorporated into an online environment can greatly impact a student ability to critically think, use clinical judgement, and promote effective nursing care to improve outcomes.
Having a rubric helps the instructor gauge the student's learning while the students are able to use this tool to ensure that they are engaging in activities set by the instructor.
Comment on Deborah Donaldson Simmons's post: I agree with your comment. I, too, was thrust into teaching online with short notice during the pandemic. Students were advised that their camera had to be on at all times -- and not with it facing the ceiling -- and students needed to be visible throughout the session. If they were not visible on their camera, then they were informed that they would be "booted" out of that class session. However, when they needed to be away for a few minutes (for a short break to the lavatory), they were told to type in the chat, "Be right back," and were given no more than five minutes to return. Those were challenging times to suddenly have the need to teach online during the pandemic. Fortunately, though, we learned terrific tips from other instructors and got through it.
Mentioned in a section of this module are some key “low risk” engagement strategies for involving students:
- provide relevance to the students’ lives in your active learning assignments.
- use inspirational notes throughout the term.
- give student clear boundaries but let them use their creativity.
- give students parameters and good examples of exemplary work to follow.
- use vivid examples.
- set high standards and expectations for the students from the beginning.
- provide targeted feedback; and
- explain how to use knowledge not just memorize it.
The second bullet above specifies the activity of the instructor sending “inspirational notes” throughout the term. I think one way to make this happen is for the instructor to create or find a list of creative, encouraging statements. In advance, the instructor would schedule the weekly emails with an inspirational quote or remark to be sent to the student cohort. For example, each Friday at 6:00 p.m., the student cohort would receive a scheduled email. This might give the student cohort extra encouragement if they have a scheduled exam early in the week. I did some online research and found a few inspirational quotes. They follow:
- "The secret of getting ahead is getting started." — Mark Twain.
- "Procrastination is the thief of time." — Charles Dickens.
- "You don’t have to be great to start, but you have to start to be great." — Zig Ziglar.
- "Success is the sum of small efforts..." — Robert Collier.
- "Don’t watch the clock; do what it does. Keep going." — Sam Levenson.
- "There is no substitute for hard work." — Thomas Edison.
Active learning can save headache. Instructors can help the students develop time management skills.
I learned that transforming traditional classroom activities begins with a shift in teacher attitudes that involves guiding students while enabling them to develop their creativity and continues with a transition to student-centered learning that allows students to take ownership of the information. Using active learning tools is a key element that an instructor can effectively use to encourage active learning. Rubrics in assignments help students understand expectations and ensure their learning is graded appropriately. Students can also use rubrics to evaluate their ability to successfully complete assignments. I will try to use rubrics in assignments more frequently.
Setting up lessons that use active learning can take more of the instructor's time initially but students are more engaged.
I learned that traditional classroom activities can be made more effective by adapting them into active learning strategies that increase student participation and engagement. I plan to apply this by being more intentional about class size, time limits, accessibility, and technology when designing activities so they are inclusive and support deeper learning.
As the module discussed, rubrics help with grading but I believe more importantly, rubrics provide the expectations for the assignment to the student. This is a great tool to promote positive interactive communication for further learning and understanding for the student.
Rubrics are a great way to set expectations for student assignments and it keeps grading fair and unbiased.
Comment on Angela Babers's post: Also keeps grading fair and unbiased.
A well-designed Rubic removes the guesswork and helps both teachers and students focus on learning.
while there may be resistance or learning curves to this environment, if we continue to provide as much support as possible, we can alleviate friction for students
Active learning activities should be gradually introduced to let students get comfortable. There should also be rubrics to guide grading.
Grading by the rubric keeps things fair and consistent.
I learned that a great assessment tool is a rubrics and how to put them into practice!
using various methods to engage students in kinetic type learning, with activities that break up the monotonous lectures is a great way to actively engage students and allow them to learn more effectively.
I think applying rubric for grading keeps things consistent and fair. I am excited to employ 3-5 techniques.
