I enjoy being animated and using humor if possible. I try in lectures, to allow time for student input-throwing a question out there that gets them involved with the lecture. Using abstract types of questions, quotes, video clips, music even to engage them from the start is also helpful.
Mixing up the delivery of the presentation is an effective way to enhance the student learning experience. I prefer case studies, this allows the students to particpate and is a great way for the students to learn from each other.
I need to develop a more detailed and organized style of lesson planning. I like the idea of notecards that are numbered and color coded. Visual cues work well for me. This would help me stay on track and also track lecture block time.
Hi Cheryl,
Using your own education experiences that came out of your ADHD disability is a great way to relate and understand your students. You have lived it so you know how to structure and pace your instructional delivery to keep your students engaged and focused. Keep up the good work.
Gary
I was an ADHD student long before the term existed and have report cards from elementary school with comments about leaving my seat to "visit others at their desks." Because of my own attention span, I am keenly aware of how quickly students can tune out. Not only do I stick to mini-lectures, I include light-hearted comments in them to retain the attention of those who may have drifted.
Hi Maribeth,
Looking forward to continuing discussions with you.
Thanks.
Gary
Hi Maribeth,
Look at some component of your course area and then try to create a connection between the area and a life experience that a student has had. Generally you can come up with some connection and for those that can't I have found they will talk about why they haven't had such experiences and that gets them involved in the course which is what I wanted in the first place.
Gary
I would like to thank you for my certification. I still answer all the comment that is sent to me by vsrious prof. i will keep in touch that way.
thank you for that information.
That is so true. Thank you for the input.
role playing about their real life experience??
how do you start it? that will relate to subject to be taught?
I try to get them to role play real life experience as much as possible. The students love the attention and really get into it.
giving real life examples. varying approach used e.g. power points, videos etc.
i have a project for my students and encourage them to be creative. they seem to not know what i am talking about. I have to give them example they seem not to think anymore and just wait for prompting.
I use audiovisual and try to get students participate in group discussions. Often ask students to come to the board to solve a problem or ask for their openion.
We did this since we have a large class we put the students in groups. They had to pick a slip of paper out of a box and do a presentation to the class on that disease. The ideas and props they came up with were fantastic. They also had to role play patient/family teaching. :-)
giving real life examples related to the topic.
i am in the nursing program and a nurse by profession they love to hear stories of my experience as a nurse.
As much as possible, I try to include personal experience in my lectures. Students who have no industry experience are generally very interested in actual stories, and I find telling them personal anecdotes piques their interest. They are particularly interested in hearing about when things have gone wrong (I teach a pastry class). At first I was hesitant to share my disasters, for fear of reducing my credibility, but I always include in my story how I solved the problem. I try to show how everything will not always go correctly, but they need to know how to adapt.
Hi Darrell,
Good way to target your discussion. This way your students are engaged from the very beginning. I am sure your students leave feeling like they have received relevant and topical information that day.
Gary
Some of the ways that I make my lectures more effective is by starting the lecture off with a question that I know the answer to already. For example, if I am teaching a estimating class in the automotive repair industry I know that not everyone wants to be an estimator but everyone wants to be paid accuarately, so I might start off a class with a question like "how many of you are interested in being able to determine how much you should be paid when repairing a car?" All of the hands will go up and the simple response is "great" that is what this class is about today.
