Instructor-directed learning techniques
Professor,  Teaching technique

Instructor-directed learning techniques

Professors: Use visuals in your lectures when using instructor-directed learning techniques

The graphics used in schools nowadays are high-tech, high-color, high-intensity, and high-speed. Even the traditionally solemn evening national news now reflects the shift in audience habits and interests. News commentators, in place of “talking heads” like the venerable Walter Cronkite, appear on the screen for no longer than a minute at a time while surrounded by rapidly shifting images.

In a same vein, you should include interesting images, graphics, video, and other materials to your presentations. Finding visual and aural stimuli to go along with a lecture is not difficult because there is so much material accessible for practically every subject someone could possibly wish to teach.

Consider asking your student assistants to create some images for you if they are familiar with your subject matter. Although you should preview their work, you might astonished by how imaginative and successful they can be. It’s probable that they are extremely aware of what might ‘connect’ with students their age. Let see about Instructor-directed learning techniques:

Presentation software, 

Many professors supplement and/or organise their lectures using PowerPoint or other presentation software. Presentation software, for savvy professors, neither replaces the lecture nor merely provides a backdrop; rather, it improves learning by giving pupils visual signals for mental organisation. Use caution when utilising software capabilities that offer little to real learning but create flash.

Most modern professors who once utilised slides have now changed them to some form of presentation software. There are two main advantages of doing this:

The lights can left on while the pupils are watching the slides. The slides are simple to rearrange or rearrange. Both advantages should considered. But keep in mind you are not necessarily guaranteed the kids’ undivided attention just because the lights are on. The lecturer who uses slides must nevertheless be aware of the necessity of regularly resetting the attention of the class.

Students’ attention can maintained on the lecture’s subject matter by using video and audio samples.

The use of props in college classrooms is lacking. Props may seem simple or unnecessary to others, but I don’t agree. I have discovered that using props is crucial when teaching certain ideas to students, and I am sure that other teachers would agree. The potent teaching strategies of analogy and metaphor can be support by props. For instance, I once used the metaphor of Velcro to demonstrate to students how much easier it is to learn when one has prior understanding of a subject. The students participated in a demonstration using a tennis ball coated in the loop side of Velcro. A foam paddle, and a Velcro-covered paddle, which increased its effectiveness. The Velcro ball didn’t adhere to the surface at all.

Flip charts 

Flip charts, which are giant pads of paper set up on an easel, seem to encourage student interaction in the right context. And, psychologically speaking, give a slightly warmer tone than slides and transparencies (remember those?). They work best in small classes that emphasise social skills and interpersonal concerns. From a logistical standpoint, flip chart graphics can be created before the lecture or while it is being given. To provide students the opportunity to refer back to previously covered content, you can either leave the chart intact or cut up pieces can taped or tacked around the classroom. Flip charts are particularly practical and dependable because they don’t require electricity and are portable.

When spontaneity is essential to the effectiveness of your lecture Blake Smith Little Rock Arkansas. Such as when involving students in selecting content for class study, the chalk or white board is best employed. Avoid drafting lengthy paragraphs that require Blake Smith Little Rock Arkansas to spend a lot of time turning your back on the kids. It’s a good idea to start at the very top of the board and use print can read from a distance. It is, to put it mildly, advisable to keep extra chalk (yes, there are still chalkboards on campuses), markers, and erasers on hand. To use the board efficiently, remember the acronym SUE:

Say it out loud before writing it;

U stands for “understand,” and

Before providing new information, “E = Erase enthusiastically.” (Removing is also considerate)

Professionally made globes, maps, charts, and other visual aids can greatly improve your lectures. Determine in advance whether students can see these materials clearly from their regular seated positions. So that you can be ready to rearrange chairs or make other classroom adjustments during your presentation. Enhancing the impact of these study aids.

Keep in mind that by adding illustrations, examples, and support with visuals. You are enhancing and extending the lecture you gave in class. When done effectively, it’s entertaining and effective. To be successful, learn as much as you can.

So, that’s all about Instructor-directed learning techniques

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