By Sue Habeshaw, Graham Gibbs, Trevor Habeshaw, Anthony Haynes, Karen Haynes
Lectures stay a staple kind of instructing in larger schooling. in spite of the fact that, a few lectures are more beneficial than others. fifty three attention-grabbing activities on your lectures provides functional feedback, every one attempted and demonstrated, for constructing your lectures. The e-book is designed for dipping into to discover feedback that dovetail together with your personal perform. the subjects coated are wide-ranging. They contain: structuring the lecturing strategy; bettering scholars' notes; structuring and summarising content material; linking lectures to one another; keeping the scholars' awareness; selling lively studying in the course of lectures; utilizing assets; and tracking scholars' studying from lectures. summary: fifty three functional rules for constructing lectures are provided. They conceal: structuring the lecturing method; bettering scholars' notes; utilizing handouts; structuring and summarising content material; linking lectures to one another; keeping 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 realistic educating or studying process is proposed. total, the guidelines are designed to aid reflective practitioners in expert and better schooling expand their repertoire of pedagogical strategies. keyword phrases: larger schooling; studying; lectures; pedagogy; post-compulsory schooling; expert schooling; learn; instructing
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The advantages of displaying your own notes include the following: a They may well be more sparse than the students’ own and so demonstrate how a subject can be encapsulated concisely. b If, when you revise or update your notes, you use the ‘track changes’ function on your word-processing package, this will help to demonstrate to students that knowledge is not as ﬁxed or monumental as it may seem. c Your notes may well be highly structured with strong emphasis on the most important ideas. Students listening to an extended lecture often miss elements of the structure or fail to grasp the relative importance of ideas.
Draw diagrams, list points, do whatever you want to record the key points and any details you think you’ll need later on. You can have as long as you need. You’ll have a chance to check whether you have forgotten anything or got anything wrong before I go on to the next thing’. After the 5–10 minutes the students needed, he then used 19 Memory 7 a method for allowing students to check and improve their notes (see 6 Swop). In practice this results in: 7 a far higher attention during explanations as students know they will have to remember and write notes in a few minutes.
After the 5–10 minutes the students needed, he then used 19 Memory 7 a method for allowing students to check and improve their notes (see 6 Swop). In practice this results in: 7 a far higher attention during explanations as students know they will have to remember and write notes in a few minutes. Attention is devoted to listening and thinking rather than being split between thinking and note-taking; b more questioning from students who, instead of copying down what they don’t understand, need to make sense of the explanations if they are to remember them and take notes from memory; c smoother and faster explanations which do not have to keep being held up to allow the last point to be copied down verbatim by the slowest note-taker in the group; d notes which are brief and which only pick out the main points in a form which makes sense to the student rather than extensive copied notes which do not discriminate between key points and trivia, and which are structured in the teacher’s way; e a learning check.
53 Interesting Things to Do in Your Lectures by Sue Habeshaw, Graham Gibbs, Trevor Habeshaw, Anthony Haynes, Karen Haynes