Hear firsthand how to keep students learning after a lecture
How many students want to study by textbook these days? Discover an alternative that leads to more meaningful learning.
Day one, what am I going to have them do when they go home that puts them into the textbooks and helps them think about the content in meaningful way? So I created these quiz question assignments. These actually also were just kind of like, I watched these nurse influencers and they were throwing NCLEX style questions on Instagram and I thought gosh, I wish my students would do this and at the same time it would help them with some testing strategies. And so I made these assignments where they had had to submit a quiz question just right after lecture. So it was short, easy. They could get the quiz question from anything. Our program uses ATI so they could go into their ATI book.
But what they had to do in the assignment is what they had to teach their peers about this quiz question. And to make sure my students actually watched all of their peers’ GoReact assignments, I would take a couple of these questions and move them into each unit exam. And so that would encourage them to go watch all their peers’ submissions because I do know, you know got to make them get in the content.
So my students sometimes had a hard time meeting the time requirements that I gave them in GoReact because I really had to do that ’cause I just couldn’t watch 10, 15 minute submissions and sometimes they would take that long. So they learned really quickly how to change the pitch so that they could make them a little quicker too because they just sometimes couldn’t submit in the timeframe that I gave them. But here’s an example of how one of my students would submit a quiz question submission.
Today we’re going to look at this.
I’m going to forward this so you can kind of see where they’re doing the teaching here.
Type of shock that septic shock is. And this is going to be different. In distributive shock, you’ll see warm skin because of vasodilation and that will cause the skin to look flushed as well. So we can say already that in early shock this is what’s happening because they’re still compensating at this point and so the skin is going to be warm and flushed. So that we can say is true.
So you can see they would type out the quiz question and then they had to go read the rationale and then create this opportunity to teach after they had read the rationale. So it was their opportunity to teach their peers.
And then you can see in my rubric I always had this memory trick. What’s your trick? What are you doing? What can you do to help your peers remember this information as well?