The advantage of lecturing is that professors can impart a lot of information to a lot of students. In institutions where the foundation courses consist of 150 or more students in a lecture hall, the lecture is the most efficient way of transmitting knowledge. Even those lectures can be interesting if the lecturer is dynamic and enthusiastic, but quite often they are boring as the lecturer (often a graduate student) drones on and on.
Chances are that as an adjunct faculty member you will be teaching smaller classes. In this situation the lecture can actually be interesting and you have the chance to develop a following interested in the subject matter.
Here’s one way to plan a dynamic lecture:
1. Open with a video clip that illustrates the theory or points you will cover during this class session.
2. After the video clip, ask students questions. Plan ahead and write out a dozen or so questions to ask that would get students to state their opinion, reaction, or experience.
3. Then begin to talk about the content or theory for this lesson. Be sure you spend time on this, and continue to ask questions during your lecture to make sure students are listening and that they understand.
Do not assume that your students know how to take good notes. Some instructors will handout an outline of the lecture. This then helps and guides students to take notes.
Other instructors will hand out copies of their powerpoints.
Yet other instructors actively use the chalk, or green board as they are talking. This generates energy as it creates movement in the front of the classroom.
Each instructors needs to develop his/her own lecturing style. Most important is that you are knowledgeable about the subject matter, and can “teach beyond the text.” Bring in examples and experiences to keep it lively and interesting.
Showing posts with label class lecture; lecturing; organizing the lecture. Show all posts
Showing posts with label class lecture; lecturing; organizing the lecture. Show all posts
Monday, October 3, 2011
Saturday, October 1, 2011
Developing AWESOME Lectures- Part 1
Lecturing has a bad rap, and justifiably so because many lectures can be boring, if all you do is read or talk to students in a monotone or forget they are in the audience. You might as well talk to a brick wall. Even worse than that is giving a lecture where you read from the Powerpoint slides—this is not lecturing at all, it is simply death by powerpoint!
Developing a good lecture takes time and enthusiasm! If you are not enthusiastic about the material then your students won’t be either.
First of all, you need to develop the lecture. Lectures contain the “meat-and-potatoes” of the course content. However, it can get pretty boring if all you do is talk, talk, talk! You need to prepare for the lecture by reading, reading, reading! You need to become a subject matter expert on the course content.
Each class session and each lecture should have a beginning, a middle, and an end. This is just the basic element of organization. When students know you organize for their class, they will show you more respect.
At the start of class, either announce or put on the board the course objectives for this class session.
Then, begin your lecture with an attention-getting opening, such as a question that one of your students is likely to know. Don’t play “stump-the-dummy” as this will alienate your audience. Or you can begin with telling a story that illustrates a point you will be making in your lecture. List the most important concepts of the lecture and why these are important.
During your lecture, ask questions! Asking questions frequently will encourage students to speak up, and this is exactly what you want in your classroom. Also include LOTS of relevant examples! Always strive to connect that real work application to the theory.
Make eye contact. Talk to the students, and not to your notes. It’s OK to have notes in your hand, but don’t keep them in front of your face. Be animated and enthusiastic.
Conclude the lecture with a brief summary of the important points you made, and point out what they need to remember for the test.
Follow up the lecture with an in-class exercise or group activity. This gives students an opportunity to apply the material.
Developing a good lecture takes time and enthusiasm! If you are not enthusiastic about the material then your students won’t be either.
First of all, you need to develop the lecture. Lectures contain the “meat-and-potatoes” of the course content. However, it can get pretty boring if all you do is talk, talk, talk! You need to prepare for the lecture by reading, reading, reading! You need to become a subject matter expert on the course content.
Each class session and each lecture should have a beginning, a middle, and an end. This is just the basic element of organization. When students know you organize for their class, they will show you more respect.
At the start of class, either announce or put on the board the course objectives for this class session.
Then, begin your lecture with an attention-getting opening, such as a question that one of your students is likely to know. Don’t play “stump-the-dummy” as this will alienate your audience. Or you can begin with telling a story that illustrates a point you will be making in your lecture. List the most important concepts of the lecture and why these are important.
During your lecture, ask questions! Asking questions frequently will encourage students to speak up, and this is exactly what you want in your classroom. Also include LOTS of relevant examples! Always strive to connect that real work application to the theory.
Make eye contact. Talk to the students, and not to your notes. It’s OK to have notes in your hand, but don’t keep them in front of your face. Be animated and enthusiastic.
Conclude the lecture with a brief summary of the important points you made, and point out what they need to remember for the test.
Follow up the lecture with an in-class exercise or group activity. This gives students an opportunity to apply the material.
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