i try to lecture on a section of the text, basically rewording it for them to understand, and then have them practice the skills learned with exercises from the book. i find if the lecture is sporadic, and mixed with actual application of the information, it sticks better for students.
Erwin,
I think you are doing a good job with the approach that you are using. I use case studies with my classes to get my students to see the relevance of what is being taught and to make application of the skills they are developing. If your subject matter lends itself to case studies you might want to consider using them. You can put your students into small groups of 3-4 students and have them work on the case studies and then have a class discussion on how they would resolve the problem presented in the study. The case studies can come from your work so they are current and you know how they turned out so your students can see how the case was handled in real time.
Gary
Gary Meers, Ed.D.
I lecture using PowerPoint outlines in order to reach both auditory and visual learners
I always give lectures saying the phrase, "this is important", when I mention something potentially on one of my future evaluations. I also use examples from my current Jon and tell them how I handled, whether I was right or wrong, because I feel they connect with me during those parts of the lesson delivery. What do you think? Can I incorporate something else in my delivery methods?
Lucia,
So true. Feedback needs to be frequent and informative. Through feedback you get an ongoing assessment of how the course is going and the students know how they are faring in the class. This is a win win situation for everyone.
Gary
Gary Meers, Ed.D.
feedback is important, also how the students are participating in class.
Crystal,
You are developing your instructional delivery in a way that supports the engagement of your students. In addition, you are getting them involved so they cannot just be passive while in class. This is a must if you are going to show relevancy in terms of the content being taught.
Gary
Gary Meers, Ed.D.
I feel that I need to add variety to my lectures including powerpoints and handouts. This is my first term as an instructor, so I have a lot to learn. However, I pay attention to body language of my students to tell if we need to break for a group activity or I need to enforce the concepts of the material. I like to use discussion in the majority of my lecture so not only are the students learning from me but also from one another. It shows that the material is applicable in many different aspects and scenarios.
Jenaro,
You are truly a learning leader. I appreciate all the effort you make in getting ready for your class. I like your reference to being an actor that needs to review lines prior to performing. Instructors cannot or should not just rush into the class and try to teach without proper preparation. The students really pick up on this and that destroys any confidence they have in that instructor. Keep up the good work as you continue to impact the lives of your students.
Gary
Gary Meers, Ed.D.
Thomas,
You have a very clear understanding of how to structure a lecture and then measure the results that are achieved. This is what increases the value of a lecture for students. They see the reason and relevancy for why the selected content is being offered and how that content can be applied in their career development.
Gary
Gary Meers, Ed.D.
First, I make sure that I have completely reviewed all class materials prior to the class starting. I treat it as if I am an actor and I need to read my script before I perform.
I usually open with a question. I attempt to get my students involved in discussion about the material I am introducing in class. I solicit other opinions from students with the intention of promoting interest. I set guidelines for the students such as respecting their fellow students' opnions, even if they disagree. This provides for a positive flow of ideas between them and I.
I find that they open up with me and the other students and this enhances their learning. It is not uncommon for them to continue their discussions as they leave class at the end of the session.
I always begin by asking myself, "What do I want them to learn?" Once I have a clear understanding of what I want them to walk away with, it is then that I begin constructing my lecture. If my lesson begins with a good hook (like a Beatles song - great hooks always last!) - that something key which will not only interest them but make them remember the start to the lesson, then I know what follows will have a good chance of being received by the student. So the first 30 seconds to 1 minute of my lesson should have a clear understanding of what I want them to know, and a creative way of getting them interested in finding out the answer and/or solving the problem that I put forth to them. ...To me, and effective lecture has intrigue, relevence, and in the end, resolution. Give them a structured presentation with a clear intro, substance, and conclusion. And that doesn't always have to mean that they walk away with all the answers. Sometimes the best lessons are those which have the students walking away with questions. (As long as they are questions that make them think and ponder deeper meaning about the lecture; not the kind that leave them wondering "what was he talking about?")
Jarrod,
This is such a great standard to follow because it is based upon keeping the students engaged throughout the class session. Thanks for sharing it with us.
Gary
Gary Meers, Ed.D.
I use presentations a lot of the time. And I always submit to the 10-20-30 rule from Guy Kawasaki.
Your presentation should only have 10 slides.
Your presentation should only be 20 minutes.
Your presentation shouldn't have a font size LESS than 30 points.
This rule makes the presenter or in this case the teacher, really know their material and be able to present that material without having to slow down and look at notes every minute or so.
Monica,
Things like this are value added items that engage the students. Have fun with them and in turn your students will be more engaged.
Gary
Gary Meers, Ed.D.
I try to use as much of visuals as posible, like funny pictures, instructional videos about the topic I'm teaching.
Brandy,
Like the flow of your instructional delivery. You have a number of breaks in the flow of content that enable your students to reflect and review what has just been covered. This method greatly enhances the retention factor for them.
Gary
Gary Meers, Ed.D.
Begin lecture with a brief overview of the class before. By reminding them of what was learned already, this will give them the self-confidence and platform to build the new knowledge. I also stop during lecture and allow the class to digress a little. It allows those students who jumped off the track mentally to get back on.
Karen,
I like this format and use it frequently in my courses for some of the reasons you list. It is a way to quickly gain insight into how much the students have learned that class session plus it gets them involved and talking which is always a good thing.
Gary
Gary Meers, Ed.D.
I like to introduce think/pair/share at the end of a mini-lecture. I ask the students to take a moment to silently consider what they've just learned, and then prompt them to turn to someone near them and share it in their own words. The other part of the pair will share in their words. Then the team of two will share what they discussed back with the class (if there is time, of course!).
