Professors – Using Instructor-Directed Learning Methods – Using Lectures Strategically With Changes
Despite accumulating evidence that lecturing is ineffective, it is still the most prevalent method for teaching adults (Bligh, 2000). Please keep in mind that not all lectures are bad; just the bad ones are! The goal of this essay is to assist professors who use lectures as part of their strategic teaching. So effectively by using change-ups. While traditionalists and revisionists disagree about the importance of lectures. The following widely acknowledged reasons for using them (Brookfield, 2000):
To lay out the main contours of a body of work.
Change-ups, as defined by Middendorf and Kalish (1996), are one of the most effective strategies for lecturing in fifteen-minute parts. A change-up is intend to reset kids’ attention clocks. Let me give you some explanations and suggestions before I give you many examples of change-ups:
Change-ups can be short (even two-minute) interludes between two parts of a lengthier lecture. The goal is to divert students’ attention away from your speech and then redirect it back to it.
Shifts to completely different parts of the class can use as change-ups. You may give a fifteen-minute lecture, then show a fifteen-minute video clip, followed by a planned, small-group debriefing. Connects the film to the preceding lecture.
Whip-around Pass is a pass that allows you to go around in circles. Also, Whip-around Pass is a game in which you ask a question to the entire class and then call on a specific student to respond. The “whip-around” is caused by immediately calling on other students for short responses rather than lingering on one or two students who want to deliver long-winded answers with supplementary comments. Students who don’t have an answer or whose solution has already been presented can “pass” using the pass element of the technique.
There will be occasions, especially in a small class, when there are so many new responses that you will want to go around the room more than once. If you have a large class, you may want to rotate through one segment for the first question and another segment for the second. a few quick inquiries At the outset of class, hand out index cards. When it’s ready to switch things up, have students quickly go over their notes and write down one question they have about the lecture on a card. Gather the cards, read some of them aloud, and respond to the questions. Students can also exchange cards, read them, and then return them to the asker with an answer.
Write your answers to the question. Pose a question on the lecture’s content. All children are required to write an answer. Can be done on a Post-it note or an index card for added fun. After everyone has had a chance to react, have a few students read what they’ve written, and then have all of them read what they’ve written.
Review your notes.
The Note Review is a simple change-up that requires no additional supplies. Stop the lecture at a suitable point and urge students to get together with a partner and discuss notes. They’re supposed to look for disparities in what they put down, such as omissions, variances in viewpoint or perception, or differences in style. Students can use the comparison to double-check their notes, reread the subject, and reset their attention clocks so that the lecture can continue.
So, that’s all about Professors – Using Instructor-Directed Learning Methods