Five years ago my initial response was to give a long detailed lecture. However, upon the understanding of different learning styles and preferences, I have switched my approach towards short 15 minutes lectured mixed with activities. To keep all learning styles engaged, it is beneficial to use lecture, power points, videos, and interactive group.
Hi Bruno,
What are some effective ways an instructor can prepare and organize for class?
Gary
Hi Diane,
That balance is critical for both the instructor and the students. The students need to see the value of spending the money for the text and the content within it with new and viable information that brings value added information to students. When such balance is found that learning is enhanced and student satisfaction is enhanced.
Gary
Hi Mark,
You make a very good point about the challenges of working through examples in front of the class. I have found myself unable to spell simple words when writing on the board because I was concentrating on what I was gong to do next. The more we can make the examples a part of our instructional flow the easier it will be for us to share these examples accurately with our students.
Gary
By doing demonstrations, using visual-aides, and perhaps guest appearances. Also perhaps by using alighter tone.
To be preper for class and show the student the you are organize is a key to tell the students to come preper to class
I have found that students differ considerably when it comes to how they respond to lecturing "from the text." Some appreciate it because they don't read the text and this is the way they can "study" the material. Others appreciate it because they feel they are getting their money's worth that they spent on the text (over $200) because the material is reinforced in class. Others get quite upset if the material is just a "rehash" of what is in the text, and expect the lectures to be supplementary to the text. I divide class time during the semester between talking about what is in the text and providing examples from outside of the text (videos, articles, websites, etc.).
I totally agree with Theresa. Getting out from behind the demo table into that wasted space between me and the students wakes engages them. I should also add that I am a big supporter of regular breaks. Our culinary classes run 5 hours and if a day is predominantly lecture, breaks are essential to maintain engagement.
Effective lectures for adult learners need to involve the learners by having them relate their experiences to the content being studied. I find that adult learners retain the concepts better when they can relate what they have learned in their lifetimes to the class content. Those shared experiences can also help the younger adult learners understand some of their own experiences by looking at them with a different perspective.
One active learning strategy that I use is the Think-Pair-Share method. The thinking requirement gives each learner time to reflect on which of his/her experiences relate best to the concept being studied. The learners can then share those experiences with each other. I find that teams are less problematic than small groups because each person must do his or her share.
Another strategy that I like to use is to intersperse activities in between mini lectures. The students stay focused and interested. As each mini task is completed, the students are ready for another mini lecture followed by another small task. This method allows the students use the step-by-step method and helps eliminiate some of the anxiety that might be associated with the students being handed a larger project that might be intimidating to some students.
Colleen
Theresa,
I also find that walking around keeps the students from going into the trance mode. I also find that eye contact keeps the students interested. Writing on the white board during a mini-lecture keeps them focused on what I am saying, but I also have the students go up to the white board and write down what their group discovered. I have my students brainstorm for ideas for a researched argument paper. Each group has someone volunteer to go to the board and write down their findings. Moving around helps the students to stay focused.
Colleen
Know your examples cold. By this I mean that you should not only work through your examples beforehand, but you should work through them a days in advance and again on the same day of the lecture.
We all make mistakes, but when presenting examples to a class, especially when these examples are mathematical or logical in nature, we must take every precaution to avoid stumping ourselves in front of the class.
I have a saying that when we stand in front of a class, our IQ drops by 50 points. Being on the spot makes doing calculations much more difficult. However, students are not necessarily that forgiving. Therefore, we need to be able to do the work under stress. This can only be assured if we know the examples cold. If we can't work one example in front of the class, the students will have severe anxiety about not only their ability to do the work, but our ability as well.
Also asking for students to share their possible life experinces that relate to the content with each other can help to keep other students interested.
Keep the lectures short and focused. The lesson plan should allow for natural breaks between the lectures to allow for discussion and working on examples.
In addition, make eye contact with each student in order to have them feel like their participation, even by listening is desired.
Delivering material from the text is the main/only purpose for lectures. They are meant to bring out points, discuss theory, etc. There may be some room for application but students are able to make their own connections.
Ariana,
I also try to reach as many students as possible by addressing various learning styles. I also try to change the mode of instruction about every 15 minutes.
Cathy
I start my lectures with an interesting fact or question. I have the students provide examples. I also provide the students with my professional or personal experiences. I tie the material to their personal or professional interests. An example would be an interactive lecture that I use to discuss the managerial decision-making steps. The class has to decide where they would like to go on vacation. We then determine where we will visit by discussing what we would have to determine at each decision-making step. Afterwards, I provide them with a business example. I found it is an effective way to hold their interest when presenting material.
A well prepared lecture is essntial to learning. To deliver an effective lecture, one has to be emotionally prepared,establish a good rapport with your student, because retention is higher when you and your students connect.
Hi Theresa,
I would call this "owning" the room. With your movements and eye to eye contact you are showing the students that you are instructor and that you want them to be engaged in the learning process. By moving about you are reducing the opportunities for distractions to occur. Good job of being the leader of the class.
Gary
I walk across the classroom to the other side of the room and look at their eyes to see if they are tracking my movements - this breaks their "trance" and gets them to watch me and listen carefully - I also walk down between the isles as they talk - to see what is on their computer screens and see who is texting under their desk - and I ask them direct questions - I also preface the question with "I am going to pick on you right now" and then ask a question - this lets them know that I can call on them at any time.
I also tell them to look in the text book at a specific page (and then I hold up the textbook at that page) and continue my lecture with the page specific information - and then ask questions of the students pertinent to the content.
Having a good lesson plan is crucial to developing effective lectures. A good lesson plan truly provides the instructor with the road-map to success.
When the goals and objectives are thought out and prepared for, the instructor knows exactly what must be covered during the class. And if you include “Samples of Behavior” or expected student outcomes, the instructor knows if they have effectively delivered the material and achieved what was required.
A good lesson plan is also an imperative if someone else must present the material in the absence of the primary instructor.
