The first day of class I usually go around and ask where do they see, career/industry wise, themselves once they graduate. So during my lectures I will always be looking around the class to see who I lost on the way and is not focused. I will construct questions that related to each individual from the information I gain prior. This way they will see I care about their future but also they see how the topic related to that specific industry that they will like to be in. So they will be actively ask questions. But also I ask them back how they will go about it.
Hi Tomoko,
I can tell you geniunely care about your students. Students learn and retain more when they are actively involved. I like to bring in technology and hands-on activities to get students actively involved. Most students enjoy applying what they have learned.
Patricia Scales
This may sound like a cheap trick, but whenever I ask the class a question and someone answers correctly, I simply say the word "correct." I do not otherwise praise or lavish attention on the student, I simply let them know that the answer is right. If a student is incorrect, I'll mention that the answer was partially right and throw the question back again for elaboration. I find that students begin to get hooked on those "corrects" and want to hear them more often.
Hi Michael,
It works! Continue using yor cheap trick! Students get a rush out of knowing something is correct. I like how you motivate those who do not answer correctly! We have to encourage our students.
Patricia Scales
In my math classes, I use a variety of activities. When introducing a new concept, we start with a lecture video, then followed by guided discussion of how to solve math problems of this type. Immediately following this the students practice solving similar problems in a small group. Then for homework they will solve similar problems individually online.
Hi Sherry,
Yes math has to be active learning in order for the students to learn. You never hear a student say math is boring because they are always doing in the subject. You may hear them say that it is hard but never boring.
Patricia Scales
I teach courses related to mechanical task and I tell my students, when you have completed the task, I will be asking questions to see if you understand why you needed to do the task the way you did. Why makes them think.
Hi Gordon,
We need to do things to challenge our students thinking abilities. You have some students who truly want to be challenged.
Patricia Scales
I like to use the "what if question". I present information and then ask one or two 'what if' questions to relate it to their work experience. For instance, we have learned a particular material, what if your office uses something different. What if you have a patient with unusual attitudes, abilities, what would you do differently. Similar to a case presentation but abbreviated.
I have also used groups to present parts of the information with both short and long preparation time. I will often provide a lecture outline for the other students to fill in during presentations. This stimulates questions to the presenting group.
I try to have the students share experiences that might relate to the topic. Since this is a nutrition course we can include foods that they have eaten or other experiences with food.
Hi Terrie,
Our students need as many "what if" questions as possible. They have to learn how to think out of the box. Students learn more from active learning activities.
Patricia Scales
Teaching a literature class, I might start out by lecturing about large literary/historical movements (Romanticism, etc.) with well-known examples of each as a way of contextualizing the literary themes and techniques of whatever piece we might be moving into. Then I would typically slide directly into introductory lecture about that specific literary piece.
Instead I might lecture briefly about those literary/historical movements and provide a separate list of well-known pieces of literature, then assemble some sort of activity that asks students to research each title and place them within the literary movements they represent based on the characteristics they identify.
During lecture classes, I try to engage the students and make them more active listeners by discussing a topic, then toward the end of the lecture create a verbal simulation that encourages the student to refer to the information I gave them to solve the problem/question.
Hi Jennifer,
Awesome method of teaching. Letting the students apply the theory they have been lectured about seems to always work nicely.
Patricia Scales
LeeAnn, I also incorporate personal experiences and stories related to the subject matter. I teach math. When learning conversions of Farenheit and Celsius, I explain about how on a flight to California, I enjoyed seeing the temperature in both degrees Farenheit and Celsius. All was fine until I noticed that they were the same! The students then must determine at what temperature both Celsius and Farenheit are the same. They really enjoy this activity and never seem to forget it!
Hi Cynthia,
Students enjoy hearing our stories as they apply to the lesson. Students need to know how learning really applies to everyday living.
Patricia Scales
getting feedback from the students
Before I start a lecture, I usually begin with an ice-breaker topic, especially if its a early Monday morning. This engages the students more about non-class subjects, and this makes it easier to transition in pure lecture topics.
When I lecture in pure, I always find ways to engage the students by adding additional information not provided in the materials and ask questions as to how this information impacts them or informs them in ways the subject had not before.
Hi Keith,
I like to use hands-on activities to involve students in an active manner. Students learn better by doing.
Patricia Scales
Hi Q'iana,
Icebreakers are nice leeway into the lecture, especially on a Monday morning. We need to do all we can to wake our students up and get their brain going.
Patricia Scales
