Posts Tagged ‘improving lectures’
June 15 - Lecture Capture Can Change Classroom Dynamics for the Better
By: Todd Conaway in Teaching with Technology
When I heard a teacher tell me that they were creating recorded lectures for courses as homework assignments and spending classroom time on discussions and more active learning, I knew right then the value of the lecture capture tools.
October 25 - Lecture Capture: A New Way to Think about Hybrid Courses
By: John Orlando, PhD in Instructional Design, Teaching with Technology
“Hybrid education” has become a hot catchphrase recently as faculty blend face-to-face learning with online technology. But the growth of hybrid education has been steered by the unstated assumption that hybrid technology should be used to facilitate discussion outside of the classroom, while classroom time should be spent lecturing.
December 4 - A New Look at Student Attention Spans
By: Maryellen Weimer, PhD in Instructional Design
Have you heard that advice about chunking content in 10- to 15-minute blocks because that’s about as long as students can attend to material in class? It’s a widely touted statistic and given the behaviors indicative of inattentiveness observed in class, most faculty haven’t questioned it. But Karen Wilson and James H. Korn did. They got to wondering how researchers made that determination. “What was the dependent measure, and how did researchers measure attention during a lecture without influencing the lecture itself as well as students’ attention?”
July 31 - Activities that Get Students Ready to Learn
By: Patty Kohler-Evans in Effective Classroom Management
Starting a lecture can be challenging: getting everyone seated, attentive, and ready to move forward with the content can take several minutes. I have found that sometimes it feels abrupt and disjointed, especially when it has been a week since the last class meeting, so I’ve been working on strategies that help me get a
April 14 - Classroom Teaching Methods: Are Your Lectures Sidetracking Student Learning
By: Maryellen Weimer, PhD in Effective Teaching Strategies
Most teachers work to add interest to lecture material in an attempt to gain student attention. If they aren’t attending, they aren’t listening, and if they aren’t listening, it’s pretty hard to imagine them learning anything from a lecture. But is there a point at which the interesting details are more arresting than the content? And if that’s so, do those kinds of details get in the way of attempts to learn and apply content?
April 10 - Creative Ways to Start Class: Getting Students Ready to Learn
By: Patty Kohler-Evans in Effective Classroom Management
Starting a lecture can be a challenge: getting everyone seated, attentive, and ready to move forward with the content can take several minutes. I have found that sometimes it feels abrupt and disjointed, especially when it has been a week since the last class meeting, so I’ve been working on strategies that help me get
July 9 - Improving Lectures
By: Maryellen Weimer, PhD in Effective Teaching Strategies
“Is The Teaching Professor anti-lecture?” the sharply worded e-mail queried. “No, we aren’t,” I replied, “We’re anti poor lectures … just like we’re against group work that doesn’t work and any other instructional approach poorly executed.”
But the note did remind me that we haven’t provided much on lectures recently, and in all the classrooms I visited this semester, lectures were certainly alive and well (although some were not very healthy). My search for current resources uncovered the article referenced below, which identifies 10 “worthwhile considerations” that should be addressed by those who lecture. The author teaches in a science area and pulls examples from that content.
