Delivering Course Content | Origin: ED101
This is a general discussion forum for the following learning topic:
Effective Teaching Strategies --> Delivering Course Content
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
There are many different ways to deliver course content. Breaking a class down into sections and delivering 10-15 minute mini lectures can make it more digestible. Lectures and demonstrations go hand in hand and can be utilized together to deliver course content to students.
I did not know that as humans we can only manage 5-7 steps before not understanding. I will have to keep this in mind.
video self to watch back and take notes
I learned 5-7 steps is about how many steps someone can remember before loosing information. Also micro lessons are more effective than bulk chunk lessons.
I appreciate the preview. Also the short blocks of learning and having clear goals for those blocks.
I took away from this section that you have to be able. To teach in a way each student can comprehend the information you are presenting.
Creating a variation in lecture delivery style and how to conduct labs can keep students engaged.
LS
Using different types of teaching, learning, and lectures styles will impact most of the students and keep them engage and motivated to learn in class.
Practice! Practice! Practice! Preparation is key to successful lecturing, also I learned to keep lectures short, sweet, and to the point for 15 to 18minutes max.
From this module, I learned that developing effective course content requires aligning objectives, materials, and activities with student learning needs. I also learned the importance of selecting accurate, relevant, and appropriately leveled resources to support understanding. I intend to apply this by carefully planning each lesson, choosing textbooks and supplemental materials that reinforce learning, and designing activities that allow students to apply their knowledge in meaningful ways. This approach will help ensure that students remain engaged and can transfer what they learn to real-world situations.
4 Learning Styles
Written Word: Writing things down
Auditory: Listening
Visualization: Pictures, Diagrams & Illustraions
Tactile: Hands On, Touch & Manipulative Activities
It is important to plan your lesson to accommodate all learning styles.
Varying lecture styles along with an interactive activity keeps students engaged and motivated.
Practice before class and make sure you are able to vary your teaching methods,
it is important to build a connection with students, this will make you more relatable and retention will be higher. It is important to give nuggets of information rather than long lectures and be prepared
Comment on Suzanne Campoli's post: I agree with your statement. Using stories that relate to the content being taught usually work well in aiding students to retain the information better.
Mentioned in this section of this module is that demonstration teaching depends upon the observation and manipulation of materials as a method of student learning, and research has shown that humans are generally capable of handling only 5 to 7 instructional steps at a time.
These two points mentioned above remind me of an effective technique that I established when teaching in the skills lab. It follows:
I would stand at the front of the skills lab and (1) first demonstrate the correct steps of a nursing procedure (according to the exact steps listed in their nursing textbook) in front of all students, (2) I would ask any student to volunteer to be the first one to perform the procedure with me teaching it directly to that first student at the front of the skills lab where I would direct that first student step-by-step on how to perform the procedure correctly (as if they had never seen me perform it just five minutes earlier), and finally (3) I would ask that first student to be the “teacher” (with me standing about five feet away and ready to step-in as needed) while that first student would teach the nursing procedure to a second student. Naturally, if a step were missed or if the student “teacher” or the second student violated sterile technique, then I would step-in and say “rewind” to bring us back a couple of steps and try again under my direction.
Next, “second student” would then become the new “teacher” while a third student would volunteer to come forward to the front of the skills lab to learn from the new “teacher.” I continued this process until all students had a chance to learn from their peer who volunteered ahead of them to be the new “teacher.” All students had a chance to be teachers. In this manner, each student had the opportunity to initially observe how to perform the procedure correctly when I first taught it and watch the procedure taught (repeatedly) by their classmates to other peers.
I was surprised at how students incorporated my tone and even mannerisms when they were the new “teacher” instructing subsequent students. Clearly, this is evident that instructors certainly are modeling behaviors and actions.
Many of the points for giving a lecture I had already planned to incorporate into my own to help grab and keep their attention, but one I didnt consider was how to avoid a cold start.
Problem solving seems like the best way to deliver material because it offers and opportunity for students to engage and work together in groups.
