![\"Bonni](\"https:\/\/images.coachingforleaders.com\/cb:ztCJ~31fd5\/w:1024\/h:559\/q:mauto\/f:best\/ig:avif\/https:\/\/teachinginhighered.com\/wp-content\/uploads\/2016\/09\/Bonni_Shoot2-24.jpg\")
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There are some ways in which predictability is important in our teaching.<\/p>\n
That we consistently treat our students with respect<\/a> and kindness<\/a>, that we honor our commitments to others and ourselves, and that we keep high expectations while continually encouraging learners toward excellence<\/a>\u2026<\/p>\n However, some of our patterns translate into monotony for our students. They know what\u2019s coming next and it often doesn\u2019t involve them doing anything other than paying \u201ccivil attention<\/a>.\u201d<\/p>\n Here are five ways to change it up in your teaching, to draw students back in and to engage them more in the process of learning.<\/p>\n This feat is easier said than done. It certainly doesn\u2019t come naturally to me and can be a challenge.<\/p>\n I use my personal knowledge management system<\/a> to keep track of items that are humorous that are related to my various courses. I\u2019ve got a tag for each of my classes that I apply (e.g. BUSN114, MRKT369, etc.), as well as a tag for humor.<\/p>\n I also tag videos in my PKM system, so that I can quickly find a video to break up the patterns I may have going in a particular class session.<\/p>\n The best length for in-class videos tends to be less than five minutes, but there are certainly exceptions, like with a good TED talk<\/a>, or with a wonderful speaker, like Seth Godin<\/a>.<\/p>\n Todd Zakrajsek has shared on the podcast, before, about the importance of metacognition<\/a>. This doesn\u2019t have to be as complex\u00a0as what the word seems to warrant.<\/p>\n James Lang suggests wrapping up class a few minutes early and having students write down the answers to two questions<\/a>:<\/p>\n It doesn't take a lot of time to get students reflecting on their learning, but it certainly is powerful.<\/p>\n When Robert Bjork was on the podcast<\/a>, he stated that, \u201cUsing our memories shapes our memory.\u201d Retrieval practice<\/a> is a wonderful way of helping our students focus more on getting information out of their heads, while still being in an environment where additional coaching is available.<\/p>\n I use PollEverywhere<\/a> often for retrieval practice (in-class, anonymous quizzing). However, I also even change up the method by which I do retrieval practice, so even that doesn\u2019t become monotonous. Buying a custom deck of Ellen's Head's Up game<\/a> is a great way to review key terms in a class. That's the game I'm playing with students in the picture at the top of this post.<\/p>\nMake them laugh<\/h2>\n
Show a short video clip<\/h2>\n
Have them reflect on their learning<\/h2>\n
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Use the power of in-class retrieval practice<\/h2>\n
Change up the environment<\/h2>\n