delivery
make it fun and students will be engaged and learn.
Hi Laurie:
In this scenario, I have successfully given a lecture on main idea, then assigned additional reading, with a final discussion of what people disocvered from that learning. You can get through a lot of information in this fashion by having the students do a lot of the research on their own.
Regards, Barry
I'm teaching to a course outline that I didn't plan. The required material to cover is overwhelming to me and to the students. Nevertheless, for now it is what it is. What are your best tips for covering a lot of info yet not losing students and not inducing death by powerpoint?
Hi Phillip:
Humor can be an adjunct that, at the right time, helps kkep the students attention, makes a difficult concept more teachable, and generally helps keep students relax.
As stated before, too much of any delivery technique can be overdone and defeat it's effectiveness. But like a meal, a little seasoning can add to the quality of the lesson.
Regards, Barry
I certainly agree with using a sense of humor and using analogies whenever possible. I teach mathematics, and I am using humor whenever I can within the scope of the class. Sometimes taking an analogy and blowing out of proportion to humorously make the point works better than a plain and simple statement. One that gets a good reaction from my students is when I'm teaching metric conversions - and reminding students to label answers - that "there is a difference between 500 milligrams and 500 kilograms ... 500 milligrams is an Extra-Strength Tylenol ... 500 kilograms Arnold Schwarzenegger isn't going to lift ... so I don't want to see the UPS truck pulling up with my medicine with the small cup of water" Yes, it is taking the general thought out of proportion, but sometimes it takes this to make the point.
I also mention that I am animated and will use humor whenever possible because (for most) "If I taught this course like Ben Stein I'd have most of [you] asleep." Career college students do not choose our schools because of the math program/department, so it's a matter of doing whatever possible to get the point across.
Hi Rey:
Some classes are a tougher "audience" than others.
I think some degree of humor is good and contributes to a more enjoyable class. Too much of any delivery style can backfire, however, and that includes humor. To me, "enough" humor would be like the little spinkles on top of a cupcake - just ennough to add a bit of sparkle.
Laughing at ourselves, as in past mistakes is good because it shows the teacher is human and is not perfect. Humor that is spontaneous is really cool because it happens in the moment.
Just like comedians, there are those you care for and those you don't. So, we have to remember we're there to present course material in the most appropriate delivery style, whether that's the teacher's prefered style not.
Regards, Barry
I try to joke with the class but this current class has NO sense of humor. I feel humor works and lightens the tension of learning. I give analogies of things because that's how I believe people learn by relating subject matter to things they already know. And of course, I try to make the analogies as humorous as possible.
Hi Delbert:
Confidence accompanie competence. Students sense it. We create a convincing truth when we know our subject and present it with confidence. Loosing that edge makes for a lesser quality instructional period.
Regards, Barry
I teach in an electical trade program. Presentation is of the upmost importance in my case. If I am not 100% competent in my subject matter and how I deliver it, the students lose confidence in me. My credibility depends on my dellvery.
everything is so much more interesting if there is engaging info and the process of learning it is etertaining with props and different teaching devices
Hi Victoria:
As teachers, we all have our unique way of presenting, style of delivery, even our individual display of enthusiasm, passion, and humor - it'll vary between teachers. But in all of it, students need to feel drwan in and a part of the "party". When we can keep attention and focus, that makes class more enjoyable. The best way (for me) is to use illustrations, stories, and past work situtaions to provide examples. Students like to hear about what they may encounter. But it makes the class more enjoyable.
There's a principle, that if we can catch a students interest, they'll remember. So activities that stimulate that help students focus and retain their attention will be better.
Regards, Barry
Again, another great suggestion. Thanks!
It's so important to keep things relatable!
Hi John:
Keeping attention is kind of an art in of itself. Other reasons students drift away is they're bored, unprepared, don't understand, are tired, and a big one, they don't see benefit to them either for school or the workplace.
To me, that's a clue on how to reengage them. Talk about a past work situation, illustration, or example that they can relate to. Students will perk up. If possible, try to merge back to the topic at hand.
Sometimes, more attention is needed. That's where shifting gears into another activity, perhaps one that involves moving around such as a lab, demonstration, or simply taking an unplanned break. When students get involved in their own learning they6'll do better anyway.
Regards, Barry
Hi Victoria:
Yep, keeping the class interesting does make a difference. And delivery probably plays a part. I believe you're on the right track by personalizing the discussions and integrating tose into the lesson. I don't know why, but people like stores, or examples, iluustrtaions, and past work situations. Maybe because they can relate to these somewhat better, I don't know. I do know it's effective and makes for a more interesting and enjoyable class experience.
Regards, Barry
When students attention shifts and they begin drifting away is a signal that, either they already know the topic or they see no relevance in the topic..At this point you need to change gears to either slow down or speed up to catch up with them.. Your best shot is to talk about something that can happen to anybody..For example, tell them about your speeding ticket,even if you have to make the story up..But remember to not spend more than five minutes off from your original topic.
Delivery is key; you've got to make it interesting somehow, and the best way I've found is to ask the students why we're doing what we're doing, and to get them to make connections to what they've done before. That ups the fun quotient a bit, although to be honest, there are some topics that I just can't get them excited about.
Hi Richard:
Learning can and should nbe fun - to a degree. Perhaps it depends on the subhect matter. But being approachable, patient, tolerant, and freely giving of your time can create a better learning environment. Classes that are interesting, keep the students attention, are ylittle bit lively with tyhe students actively participating can be fun in the sense of "learning in this class is enjoyable".
Regards, Barry
