I like to have critical thinking in my lectures... Ask them questions for them to think about and answer.
I plan on writing the days objectives on the white board. Showing a video if we are going over technical information and by using power points. Also, to summarize and ask if students have any questions.
Kathy,
Your class sounds like fun even though you are teaching some very technical content. The more you can illustrate the content and your example is a great illustration the more engagement there will be. I know your students will remember your lessons so keep up the good work.
Gary
Gary Meers, Ed.D.
I tie in what was previously taught, or what was assigned in their textbook reading, with what we will be doing in class today. I do this by using an object lesson and I give a prize for the winner. My object lessons require students to be able to critically think about the material. For example, I teach nursing courses so my object lessons may be less-than-appealing to some... but, here goes... when we studied the mouth and its contents, I developed the following object lesson: I placed a 1000ml. men's urinal and a 500ml. "graduate" measuring device on the table and told the class to try to figure out the connection between these two things and how they relate to their assigned reading. Since this was the first object lesson for this class, they looked at me like I had lost my mind! But, one student won the prize! The average amount of saliva we produce daily is 1,500 ml. Now that the students have gotten on to how I do their object lessons, they tell me that they read the textbook and try to conjecture what I will come up with for their object lesson :)
This is a fun way to learn the material. I expand on past learning and tie it in with future learning. They also love their prizes!
Kathy
Sharon,
This helps to make the course come alive. Students need to be able to see applications of the content all around them and the use of current events help make that possible.
Gary
Gary Meers, Ed.D.
I attempt to find current news that is relevant to our topics being discussed. I attempt to varying the delivery of basic concepts between lectures, YouTubes, guest speakers, etc.
Kirson,
This is a good strategy to make a part of your regular routine. I commend you for your advanced planning and setting the stage for successful learning. Reduces a lot of pressure on you because you know you and your lab is ready for students.
Gary
Gary Meers, Ed.D.
Teaching a computer class involves a lot of demonstrations as a regular form of teaching. In order to make the lessons flow and be more effective, I walk through each lesson before class. By doing so, I am able to concentrate more on the students and lesson on the mechanics of the demonstrations.
Aldorey,
Good variety of instructional deliveries and supports. These are what will keep the students engaged.
Gary
Gary Meers, Ed.D.
Be clear about the student learning objectives. What the student expect in lectures. Have pretests, group discussions, prepare games like jeopardy or others if necessary, and encourage student to ask questions.
Preparation is very important. When we know what we are lecturing about and able to tell a story which helps students to understand the material a lot better. Also helps to cut those lectures into smaller section. And ass some discussion section where they can discuss.
Kristin,
This is what good teaching is about. You are reading your students and then adjusting your delivery to keep them engaged and focused. Thank you for sharing your strategies with us.
Gary
Gary Meers, Ed.D.
One of the most important things to remember, I think, and to keep new instructors from getting discouraged, is that adults have an average attention span of 15-18 minutes. So, guess what, if you are on minute 45 of your PowerPoint/lecture, and you see heads starting to droop, it's not necessarily that you're conveying boring information. I have learned by trial and error my first couple of classes to include an activity embedded within every or every other slide of my PowerPoint. I use a combination of pre-question/survey of the class, relaying the information from the book, giving an example, then doing some short activity for the information that I really want students to master and remember.
The best way to ensure your lecture is effective is to ensure that the material is relevant and that as an instructor you are well prepared to teach it.
Some ways that I can make my lectures more effective for students include implement questions on the student guide. And encourage these students to find a job.
Regina,
You have to adjust and adapt to the subject you are teaching and the students that are enrolled. Sounds like you have been able to do this very well. You are engaging your students while keeping the course moving forward. I really like the way you are showing them how they can immediately use their newly acquired knowledge.
Gary
Gary Meers, Ed.D.
Sometimes, teaching anatomy and physiology, the subject matter doesn't lend itself well to short lecture sessions. If I have to do a longer lecture, I try to end the class session with a film about a specialist in the field. There are some good ones out there, portraying dedication and encouragement to the students. I have the students comment when they hear terminology that is newly familiar to them, or mention of a disease or procedure they can now recognize and understand. It helps give them the feeling that they can make practical use of their new knowledge. I teach night classes, and this seems to be one way of giving them an immediate opportunity to use their new knowledge.
Amy,
Good strategy. Reading the students this way enables you to engage everyone while keeping the class moving forward.
Gary
Gary Meers, Ed.D.
I pay attention to the students' expressions and leave time for questions after every section. I ask questions of the students so as to increase my interaction with themm.
Jennifer,
Immediate use of newly acquired knowledge is a powerful learning tool. You are providing them with such opportunities with this approach.
Gary
Gary Meers, Ed.D.
