Pacing
Pacing can be very challenging and needs constant revision because students learn at different levels.
Pacing is tought o figure out. I usually a low a sew sponge days when pacing my 10-week module because then, once, I get a pacing guide I like, I can replicate it to subsequent modules and can absorb the occasional holiday or have a day to slow down for a difficult-to-understand lesson.
I have a similar problem. I don't feel I am very creative. I don't yell or act crazy as some teachers around me do. I am nice, maybe too nice, but that is who I am. We are given power points to use, but then I was told that I need to not read the power points! I don't think I am being fairly assessed as a teacher. I also walk back and forth in front of the classroom, which is very small, because I was told to teach to the class not at the board?? I feel like I can't win for losing.
Hi Cleve!
I have tended to speed through PPTs as well. I found that stopping and having student volunteers paraphrase in their own words what was on a particular slide, or myself sharing a life expereince, relevant story or example, or even including a mini-activity were all helpful to slowing things down a bit.
If the slide involved vocabulary or terminology, I would ask students to stop and think of what other words or phrases directly related. If the slide regarded a process or procedure, I would stop and ask a student volunteer to explain, or demonstrate, how it it could be used correctly or incorrectly (safe, of course) and what the consequences would be. These techniques also helped students see the whole picture.
PPTs are great for visual learners, but can be frustrating to auditory and kinesthetic styles, hence the verbal and hand-on elements become more important when using PPT.
Thanks so much for you comments!
Jay Hollowell
ED106 Facilitator
I try to try different techniques to help me pace. I rely heavily on PowerPoint presentations, but I go too fast through the slides at time. I am trying to be more aware in order to slow down so that the students have time to jot down the main points of the lecture. My challenge is to keep my lectures brief and integrate hands-on activities to reinforce the main objectives covered. I am creative in some aspects, but not so creative with classroom activities.
I too get excited about a topic I am teaching, but I always have to remember to speak slowly and make sure and note the important points. Breaking down the lecture into specific parts of: using the white board experiences from the students and then going over the points again with a handout has helped me.
I agree....
Sometimes I find myself getting excited about a topic and I really get on a racecar pace.
I always tell my students to let me know if I'm going to fast.
Don, good point. And what this comes down to really is practice, practice, and more practice. And having a coach or mentor that can point things out both good and other.
Cheers
BS
