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.
I learned to use a variety of tools to keep students engaged.
Being aware of and practicing different options for content practice and delivery will make said content accessible to more students.
It is important to use different teaching methods to cover the different learning styles student may have. It will assist in keeping students motivated in the class.
Varying course content and how it is delivered is going to be so important for student success.
I learned that varying how instruction is delivered helps students stay engaged and learn better as there are different learning styles.
learned that lecturing isn’t just one style—there are different ways to do it, like interactive, problem-solving, or case-based, and each one can keep students more engaged. It also showed me that just talking the whole time can make students passive, so mixing things up is important.
I’ll apply this by not relying on just one lecture style and instead making my lessons more interactive and engaging so students stay involved and understand the material better.
Comment on Mark Barrera's post: Hello Mark, great post I totally agree. We have to be able to pull a rabbit our of our hats to keep their attention, keep them interested, and make them want to learn what we're teaching. Great point made.
I learned that the best instructors are good story tellers, actors, and experts who keep the class engaged while sharing knowledge. I intend to be this by varying my teaching style between written, auditory, visualization, and tactile while keeping a high level of enthusiasm and positivity.
Practice makes perfect. Going over your introduction before class starts and also A varying teaching style really helps when delivering instruction.
