How do you fit this all in??
Here is a questions that I didn't necessarily find the answer to. I love the idea of only 20% lecture, however, there is so much content that has to be delivered. How do I ensure that the students are getting the information they need, if I'm only lecturing 20% of the time?
I teach an accelerated math program, and have the same problem. I want to give them as much time to work out problems by themselves, because they are going to get so much more out of trying to do problems themselves than they will out of me showing them more examples, but I only have so much time I can allot for them to do group work in class.
It is tough to squeeze in all that info. We have a daily 45-1hr lecture and then 4 hours in the shop/lab. Students already know that there is light at the end of the tunnel! But it is still beneficial to lecture in small blocks and then throw in some kind of “hands on†activity throughout the lecture….even a you- tube video will work in a pinch.
Ronald,
this is a growing trend & one that can work very well when properly implemented.
Ryan Meers, Ph.D.
I am an instructor in an accelerated program, and I often struggle with with fitting all of the material in to one class period. The students rarely read their material prior to class. Any tips on how I could get them to do this? If they are more prepared for lecture, I would not have to spend as much time lecturing and could focus more on classroom activities.
I also struggled with this same dilemma you are facing. What I started doing was moving towards "flipping" my classroom. Any content that was online relevant to my course was assigned outside of class and due before class started. That way we could review and reflect (debrief) while in class rather than have to include the content as well.
Apply some of it in different ways. Some they have to read themselves, some they have to complete a group project to discover and so on... so that maybe they can have that appeal to learning in "multiple intelligence" ways.
I think a good portion of the students don't like reading the textbook. One idea that I do like is using the puzzle website. I am going to create a puzzle using the lecture material and have the students work on it.
This is aproblem, the majority of y students want to do nothing after class time. They do not want to read,study or work on any sort of project.
the majority of my time is delivering information that they should be able to get from the text, if they would only read them.
extremely frustrating
I deliver technical content and it has been a challenge to find innovative ways. I have not done this in a long time, but I would use a practice quiz and then use the white board as a baseball field and have the students take turns throwing a sticky ball at the board aiming for certain actions ( homerun, base hit, strike). If they landed on something that was beneficial they would first have to answer one of the questions from the quiz (multiple choice). Once they saw how the game worked, I give them another opportunity to go over their quiz again and they seem to focus on it more. Plus each time a questions is answered I expand on it further knowing its part of the curriculum/lecture.
Julie,
Good question & this can definitely be a challenge. I watch TED talks to get ideas on how to present a large amount of information in a short time frame.
Ryan Meers, Ph.D.
