Involving them in the lecture, like reading definitions in Medical Terminology, and then, making an explanation about that topic that is not in the book.
I work in a technical school, so we do small lectures followed by a quick demonstration, then the students can jump in and perform their own task.
All lectures are not going to be about something really interesting, but I think that as instructors if we make the material more exciting the students will really want to learn and retain this information.
Matt,
They are very effective because everyone is involved in the content delivery process as a result of the interaction.
Gary
Gary Meers, Ed.D.
I find that interactive lectures are key to helping my students understand and retain the information.
Jeremy,
Everyone benefits from this format. With a regular lecture it is easy for students to slip their minds into neutral and just sit there and let the instructor drone on. This approach gets them involved throughout the session.
Gary
Gary Meers, Ed.D.
I like to begin by making the material personal to the students. With Anatomy & Physiology, I first ask questions to see how familiar the students are with each body system. Then I ask if anyone has experienced any issues regarding that system. And lastly, I ask if they have any specific questions that they would like to have answered regarding our topic. I will then try to incorporate information that will lead them to answer their own question. My goal is to have them as excited as I am about what they are going to learn next.
I prefer to take a few minutes at the beginning of class to ask what they want to know about the material to be presented that day. It changes the dynamic in the room from a passive student sitting there and the presenter performing, to a more interactive give and take. The prepared material can than be related back to the points of discussion and questions the students have at the beginning of the class.
Moses,
The more variety you bring into the classroom the more engagement you will have from the students. So keep up the good work of introducing different learning pathways to your students.
Gary
Gary Meers, Ed.D.
NATELLE,
Students like it when instructors being in real world stories that reinforce the content. These stories validate the course content and shows the students the ROI on their time, money and effort.
Gary
Gary Meers, Ed.D.
Some ways that you can make your lectures more effective for students is by video. For example, before you start your lecture on a particular topic, show a video of such topic and discuss the video, that way your students have an idea of the lecture in hand.
I make my lectures more effective by implementing real world experience. This makes the material more interesting and engaging.
Kerry,
I hear you loud and clear. That rule is established the first class meeting and enforced throughout the sessions.
Gary
Gary Meers, Ed.D.
I make sure cell phones are off. They are hard to compete with.
By making the connection as to how the subject relates to REAL-Life situations ex Anatomy-Endocrine System relates to Cosmetology hair growth students same to have more interest.
Preparation and using pertinent examples.
I try to make sure that I am well prepared in whatever the topic is for the class that day with all of my main focus point listed out for me and then I try to have relevant examples for each of the key point, may those examples be videos, anecdotes, audio playbacks or pictures. If I have access to multiple examples for any point, and if time permits, I try to present them all, the more opportunity you give to the students to understand what it is they are learning and how it has been used in the professional field I feel the more likely they are to, not only retain that information, but try to utilize it as well.
Another thing I do when appropriate is have the students interact with me and answer questions. I might start talking about a topic and then present a question that I have not fully answered yet, but they should have enough information to make a deduction or assumption. If someone answers correctly I congratulate them and then have them explain to the class how they arrived at that answer while I reinforce any key steps or processes that went through, if no one answers correctly I walk them through the process, demonstrating each step so that they see how we reach the final destination.
Making your lectures interactive by asking questions, allowing students opportunities to respond and help teach.
Start class with an attention grapping impact statement about what we will cover. Making eye contact and smiling, while delivering the lecture in a dynamic voice. Monotone delivery will bore the students.
I think there are a number of ways. First might to know your audience. Is this their first term or are they about to complete the program? If it is the latter, I may try to link previous course with this one. Is this a day, afternoon or evening class? I try to link what students have experienced with topic.
Second may be the environment, board clean? Are there enough seats? Take care of the “distracters†before class.
Know the material and plan the delivery. To make it effective, I believe one must use the delivery to fit the audience.
Miriam,
Spoken like a well experienced educator. No matter how great our content and delivery is there are external as well as internal influences that take students off track. You have a good way of getting them engaged and focused on the content they need to acquire for course success.
Gary
Dr. Gary Meers
