I find it usefull to have several questions prepared for my students, in the event that class seems to be proceeding faster than expected I can quiz the students oraly. This can begin a discussion that is easily managed and can be used to gauge the students knowledge, as well as controll the pace of the class.
George,
Creating an effective "speaking pace" is a common issue for many instructors. Generally, it does not mean that the instructor "is a fast talker", however they feel that they are in a "race against time" to delivery all of the scheduled material for the day. An excellent method to overcome this, is to create "check-in" points that enable the instructor to see if student have questions and to provide appropriate transition to the next topic.
Tremayne Simpson
Ellen,
What methods do you use to implement the additional material, that is not used during the lecture?
Tremayne Simpson
I tend to move and speak quickly, so I'm always telling myself to "just slow down." I try not to lecture for more than a half hour at a time, throwing in things like supporting videos to break up the time. In either case (lectures, videos, or other), I throw in prepared or spur-of-the-moment questions designed to promote class discussion. I usually have a 10-15 minute "additional-info" segment or two ready in case we run short.
I overplan. I always have extra activites, worksheets and video when appropriiate in the event my core material does not fill the entire class period.
I also estimate times in my lesson plan so I have an idea of how long each segment will take- for instance if I am giving a short quiz I allow 15 or 20 minutes, then go from there. Lecture may be 40 minutes, a worksheet 10 minutes etc.
dan,
This sounds like an effective method for managing class time. I have also created a grading category ("professionalism") that encompasses that accounts for topics such as: time management, participation and preparedness for the class session.
Tremayne Simpson
I always try to plan my class time as accurate as possible, by writting down on the board the schedule and time frame for each task of the day, and try to encourage my student to respect this time frame and manage it properly, and even make it part of their grade during production.
Steven,
Just curious...does your institution use an actual "school bell" system?
Tremayne Simpson
I have an outline or checklist of what should be covered that day. During our scheduled breaks, I refer to it to make sure I am on task, and at the same time I observe students during the break to help guide what do next, such as reinforce some ideas or start with an activity versus lecturing.
I have a reminder to make sure I wrap up loose ends 30 minutes prior to the end of class so that I can do a review for the upcoming quiz with the students and for Q&A.
I always have some web links, news/magazine articles, and/or a relevant DVD on hand for discussions and group activities to relate to vocabulary and theories we discussed in class.
I do the same. I add info from my background in the industry, but we also go through math equations to prepare them for working in the industry.
I prefer to use minute markers for my lectures. I will divide the day into thirds using the break and lunch bells. Within my lectures, I can keep tract of how long to discuss a topic before moving forward. I use the break bells as progress check points to make sure I stay on tract. The use of these two methods allows me to alter my pace on the fly and monitor my progress without the students noticing the minor changes.
Veronika,
It is important to "priortize" course content and ensure that the most important topics are discussed during the lecture. Prioritizing course content is usually a difficult concept for most instructors, because we tend to feel that all material is important. The less important material can still be delivered, just in different formats, such as: required readings, assignments and collaborative activities.
Tremayne Simpson
Kathryn,
Do you have a student portal? If so, I would suggest that you add mandatory reading assignments and set-up a discussion board that enables the students to discuss the topic. That will "free-up" more class time and you will be able to assess your student's comprehension of the material based on their responses in the discussion board.
Tremayne Simpson
Kelly,
Excellent point. In many cases, students at the post secondary education level have negative perceptions, in regards to requesting assistance or asking questions.
Tremayne Simpson
Dennis,
These sound like excellent time management activities. In addition, referring back to the activities for your tests, makes it important for students to attend each class session.
Tremayne Simpson
I have three or six hours long classes. Some lectures are very long and I can barely finish on time. Some are short and I know I have more time then I need. I always have some topics that are irrelevant and can be used in the lecture as well. Also knowing my students weaknesses is great way how use the extra time in class. You can always go in that area where students need more help to understand and go over the matter again.
Time management is my biggest problem in my class. I follow a curriculum with specific learning objectives. The objectives for the class could easily take 2 hours per lecture. Unfortunately I am given only one hour of lecture time. I feel that I am always hurrying through the material. I like to do demonstrations and hands-on activities during lecture which also takes up time. I am considering putting some the the course objectives into a required reading assignment. Any suggestions?
Absolutely! Focusing for too long on one topic without checking for clarification might lead to frustration from students who do not understand the material. I have seen college students in class who will sit there listening without understanding the topic, and not telling the instructor. It is important to check for understanding regularly.
I have a slight advantage when it comes to time management. The courses lend themselves to the use of situational examples where I can present a fact pattern and ask the students to apply the lesson material to the facts of a case. Those situational examples that I do not use in class can be saved and used as questions on a test. Before you ask, I teach criminal justice and paralegal studies.
Rasiel,
These are great methods for diversifying the student learning experience. In addition, "interrupting" the Power Point presentation gives them an opportunity to make applications with the material in the slides and the information that is provided in the discussion. This is an effective way to merge lecture, with discussion.
Tremayne Simpson
