I have used a variety of methods to enhance my lecture presentations.
- I have set the lecture information in a story format and assign names to the different parts or components.
- For a traditional lecture I have always used analogies and examples from the field. I find that students like to and remember a particular lecture better if the stories and analogies are captivating where they could see themselves in that situation.
With all lectures, I present a discussion question that will review and reiterate the information.
Rene,
Variety, variety, variety. The human brain wants structure and variety. Quite a contrast isn't it? But by having structure in terms of course requirements and variety in terms of delivery then engagement will be enhanced. Good point about how you do it.
Gary
Dr. Gary Meers
I have found that changing my lectures from day to day keeps the students paying attendtion. I may use a power point presentation for lecture one day and then have a note taking day for the lecture from the board. I have also found that note taking from the board keeps the students from losing interest. Power point presentations days after day tend to lose the interest of the students. I also like to give short questions related to the material covered for the day to allow the students to assess what they have learned and see if they have any questions. This short quiz can be used by the students to study for an exam at a later date.
To make my lectures more effective, I use multiple examples to reiterate the point. As I get to know my students, I incorporate examples directly from their life experiences to personalize the key points. As a result of similarities in students' backgrounds in my school, many examples can be re-used from one class to the next.
Katherine,
If you use an outline for your lecture or notes put in some cues to yourself to pause, take a deep breath, ask a question or do an activity. This will help you to slow down plus it gives the students a chance to refocus their brains a little.
Gary
Dr. Gary Meers
One of my problems when lecturing is that I tend to talk really fast when I get nervous or excited. I try to use a lot of visual aids to remind me to slow down and pause for questions and clarification. I also try to intersperse discussion questions into the lecture, to keep the students thinking.
Before class, I review the objectives I will cover. I then select the content that is appropriate for the particular objectives from the text book and other resource materials. I sequence the content with the concept that you start from the known to explore the unknown.
I determine the lab activities that will reinforce the learning. I also determine the attention grabbers that will work best for my target audience. I review my lesson plan and determine the best methods of delivery. Usually it is a combination of powerpoint slides, videos, demonstrations and guided labs. Then I e-mail my powerpoint slides and lab activities to the print center to ensure they will be available before class. I find it easier for my students to take note when they have a handout version of the powerpoint slides.
a way that I have found effective is to print off my powerpoint presentations and allow them to take notes as I lecture on key things I have said otherwise they are spending all this time trying to find what I said in the book and not all of my knowledge comes from the resources that the school requires me to teach out of.
I could use more technology such as powerpoint or overhead. This would get their attention in a group discussion. Another method would be to incorporate game activities. I tried this last week of playing jeopardy with vocabulary. Some did not review as they were told but the ones who did won. They all requested to have another game. I thought Fridays will be review but in a fun free stress method. Am I going about this the correct way?
Based on my syllabus I have a good idea already what content I'm being expected to deliver. In planning my lecture I try to crawl inside my students' brains and try to anticipate what component of the lecture has the greatest potential to become a stumbling block in the acquiring of the objective(s). I then focus my energies in doing what I can to get my students over the hump. Everything else is secondary and will, hopefully, fall into line.
I find a good lecture to be be illustrative but challenging at the same time. I usually present material to a point that I can ask the students "therefore, if a=1 and b=3, what is a+b?" (this is of course an example).
Another technique I found effective is to relate some parts of the lectures to real-life situations. In my field, it common to round parts of my lecture with comments like "That's how the Beatles recorded that song" or "These are the microphones that will give you that 90's sound"
One way I like to make the lectures more effective is to tell real-world or real-life stories/experiences to further help them understand the information. Students forget information that a teacher will give them but they rarely forget the story that the student told them after class. Using this to help the students remember the lecture is very beneficial.
Being prepared is key to an effective lecture. Preparing can include reading the resource material, outlining key information that needs to be delivered, and deciding in what format to present to the students.
I teach both Math and Accounting primarily so I incorporate a lot of examples and exercises so the students can practice the procedure and then incorporate that step illustrated in the exercise into the whole of the lesson plan objective(s).
This term I have been given Career Development as a new teach and I am learning as I go what is working and what is not. This course incorporates video and I use a lot of group activity to keep the student engaged. In addition, I also use journal writing in this course and allow the students 10 minutes to write on an idea or question that the lesson plan objective addresses.
Dellene,
Right you are so the mini-lecture format gives you time after sharing content to share a story to reinforce what has just been covered. This will really help with content retention.
Gary
Dr. Gary Meers
I find the mini lectures concept a very effective way to keep the students focussed, especially after lunch. I alternate it with a Power Point session regarding the topic we have been discussing and make use of lots of visiual/photos of the subject matter. That keeps them focussed and interested.
Mini lectures are great however sometimes you have to cover a lot of information in one day so use interesting stories and examples as much as possible.
Rochelle,
I think you are really going to like the results you achieve with this strategy.
Gary
Dr. Gary Meers
I thought it was interesting when I read that adults have an attention span of 20 minutes. I used to give an hour lecture but now I will break that up. I will do more group activites in the middle
Bonnie,
This is a good way to customize to your audience. You are focusing on them and their learning situations and as a result sounds like you are having good success.
Gary
Dr. Gary Meers
