Making lectures interesting
I find that relating the course topics to my real world experience helps keep the class engaged. Are there any other tips you would suggest?
Jeffrey,
They sure do. I use many of them in my classes for the reasons you mention.
Gary
Gary Meers, Ed.D.
Eviene,
I like your approach to this subject area. You are helping students to see the value of the content as well as ways in which they can apply the content to their lives. A win win for everyone.
Gary
Gary Meers, Ed.D.
RICARDO,
Good suggestions for how to engage students in classes. The more we can get them invested in the learning process and help them to become active rather than passive learners the higher the retention of content is going to be.
Gary
Gary Meers, Ed.D.
I usually represent the topics a discussion and especially in MR physics. It becomes alive with graphs and math and interactive learning between students and instructor. We prove theories and talk a lot and really have fun. My students love MR physics which is usually hated by other students because they are expected to memorize instead of understand and challenge theories.
In addition to power points, case studies, and short audio visual aids, one of the ways to make lectures interesting is to complement the traditional didactic approach with the Socratic method. Rather than being passive observers of the "sage on the stage," this engages students by challenging them to actively interact with the instructor. This, of course, works best in a class of 25 to 40 students. Ricardo Richards
Robert,
Never heard this one before. Thanks for sharing it with us. These are the learning strategies that will be helpful to other instructors. By the way I tried it out and was amazed at how it came out and now I am not going to forget it in the years to come.
Gary
Gary Meers, Ed.D.
I would suggest study tips that would help them for the rest of their lives. For instance; in 5th grade a teacher told me about MIMAL. MIMAL is the person that you make when you outline Minnesota, Iowa, Missouri, Alabama and Louisiana on the map. If you outline these states it will look like a chef looking to the right with a shirt, a chefs hat, pants and boots. I am now 37 and I have never forgotten that lesson from one time of seeing it.
Glenn,
I would suggest problems or case studies. After you have shared content and your real world experience you can put your students into groups of 3-4 each and have them work through problems or complete case studies. This lets them apply the new knowledge they have as well as develop their cooperation skills through group work.
Gary
Gary Meers, Ed.D.
