By Sue Habeshaw, Graham Gibbs, Trevor Habeshaw, Anthony Haynes, Karen Haynes
Lectures stay a staple type of educating in greater schooling. although, a few lectures are more suitable than others. fifty three attention-grabbing activities on your lectures offers useful feedback, every one attempted and verified, for constructing your lectures. The publication is designed for dipping into to discover feedback that dovetail together with your personal perform. the themes lined are wide-ranging. They comprise: structuring the lecturing approach; bettering scholars' notes; structuring and summarising content material; linking lectures to one another; preserving the scholars' cognizance; selling lively studying in the course of lectures; utilizing assets; and tracking scholars' studying from lectures. summary: fifty three sensible principles for constructing lectures are awarded. They hide: structuring the lecturing strategy; enhancing scholars' notes; utilizing handouts; structuring and summarising content material; linking lectures to one another; retaining the scholars' consciousness; lively studying in the course of lectures; and tracking studying. for every of the guidelines, an issue or factor is pointed out and a pragmatic instructing or studying strategy is proposed. total, the guidelines are designed to assist reflective practitioners in specialist and better schooling expand their repertoire of pedagogical options. keywords: better schooling; studying; lectures; pedagogy; post-compulsory schooling; expert schooling; research; instructing
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Additional info for 53 Interesting Things to Do in Your Lectures
A handout can be provided which is written to give a guide to reading, to be kept on hand whilst reading and whilst selecting books and articles to be read. A oneminute verbal gloss on such a handout can save 10 minutes of lecture time and provide much more adequate reference information than students’ own notes are likely to. Such reading guides can usefully be quite extensive, giving commentaries on books, suggesting alternatives, suggesting an order in which to read selected passages, and so on.
It is possible to lead up gradually to the method illustrated in the second example by allowing students a couple of minutes in 31 Review 11 which to prepare their explanations, using their notes. This has the advantage of allowing students to check the adequacy of their notes without putting too great an emphasis on memory or risking severe embarrassment when explanation proves to be beyond them. g. ‘At the end of this lecture you will be asked to explain to your neighbour two of the four sedimentation types which we are going to look at.
For such students it can be helpful deliberately to highlight the crucial points, and guarantee that at least they are recorded fully and accurately, by highly selective dictation (or instructions to copy from a slide). Explaining why you want something written down can be helpful if only to alert students to future occasions when they might recognise the need themselves (see 2 Flagging). A handout with selected quotes would save the time of having to dictate. ‘Now write this down’ might be used as a halfway house to more demanding methods (such as 7 Memory) and is probably inappropriate for more sophisticated students except for very speciﬁc uses.
53 Interesting Things to Do in Your Lectures by Sue Habeshaw, Graham Gibbs, Trevor Habeshaw, Anthony Haynes, Karen Haynes