I try to present material and then do group activities to review the material that was just presented. I also try to put a couple of videos into the lecture to generate some interest.
Nancy,
Good strategy to follow as you are keeping them engaged in a variety of ways and interactions. This is how it should be with your content sharing.
Gary
Gary Meers, Ed.D.
I keep my students engaged several different ways: asking opened questions, game playing is always well enjoyed, share real life applications of how new content will be applicable to their life.
SANDRA,
What is your process in terms of selecting those life experiences that apply to the specific topic being discussed?
Gary
Gary Meers, Ed.D.
I try to give life experiences related to the material being covered in lecture.
This is where I think it would be very beneficial for me to implement "Poll Everywhere" into the lecture. I feel that this will give the students the opportunity to quiz themselves and use technology that this generation loves. It will be interactive and they will see instant feedback on how well they are following the lecture.
John,
There is an old saying that is phrased "To teach is to learn twice, once as a student and again as a teacher." This saying applies to your use of students in helping with demonstrations and peer sharing. The retention of the content will be increased as a result reinforcing what they have been taught and then sharing it with colleagues.
Gary
Gary Meers, Ed.D.
I have my classes set up for one day lecture/demo and the next day is for students to practice what they have learned from my demos, however, even though it is "my" demo day I will ask for volunteers to assist me in my demos....I find the students learning in an environment that is supported by other students is very rewarding and that I receive more questions and feedback from otherwise passive students when I have brought them into the "active" learning environment where they become the teacher as well as the student.
Karen,
You are most welcome. I am excited for you as you refine your instructional style and earn the respect of your students. This is what makes teaching fun!
Gary
Gary Meers, Ed.D.
This section brought focus and attention to myself on the attention span of the average human. Even though I "knew" this from my own instruction in my master's program, we can become so absorbed in the greater picture of syllabus, curriculum, assessment tools etc that the basic aha facts about our students get lost in the shuffle.
I liked the tip in here about taking a lesson and breaking down the content of the day's lesson into equal sections of 15-18 min instruction allowing for time for review and questions.
In doing this it will help me focus on streamlining material that specifically meets the objectives for the lesson rather than "seeing how much content we can throw at the students"
This idea helps me see the forest through the trees and I think will make me a better educator.
Thank You!
Kristin,
Students like this approach as you know. It catches their attention and gets them to thinking.
Gary
Gary Meers, Ed.D.
I usually try to intersperse shocking statements throughout the lecture to regain students' attention
William,
Like this approach because it gets everyone involved in responding to a question and being a part of the discussion.
Gary
Gary Meers, Ed.D.
Kevin Paul,
Students like variety and change of pace in their instructional delivery and you are doing both with your approach. Good strategy to bring value to your course.
Gary
Gary Meers, Ed.D.
I write questions on the board and assign each student to come up and fill in the answer.
Keeping things fresh. Moving from one teaching style to another.
It seems to me that asking the student questions about the material being presented during a lecture keeps them actively listening. Respecting their comments (right or wrong) builds their confidence. Short breaks during the class and using uplifting or humorous videos about the subject keeps them interested and focused.
Dawn,
Like the strategy you are using in offering instruction to your students. This flow keeps your students engaged and the course moving forward.
Gary
Gary Meers, Ed.D.
I've broken up the lectures into 15-minute modules. The first part is lecture-based, the second involves an activity; sometimes the activity takes up two of the module times, and the last 15 minutes are used to summarize and drive home the key learning points.
I find that small groups, discussions, case studies, concept maps and simulations are all great ways to keep students engaged.
