I teach with the pace of the class. I dont get behind, but I dont go to fast as well!
Jay,
I agree that it is important to not "rush" the class instruction. Using periodic "check-in" points during the lecture (to assess student comprehension), is a crucial element in establishing pace and making sure that the content is not being delivered to quickly.
Tremayne Simpson
My classes are two hours long, and I have taught this class for several years. I always have several 10 to 15 minute "canned" segments that I can add to a session when I find a class session has moved quicker than normal. It has helped me on a number of occasions.
Rodger,
Thank you for your post. I also have several "canned" segments that can be used in various situations. Interestingly, those "canned" segments can be used as replacements for lectures, in cases where an instructor would feel that they would be better to "spark" the students' interest, more than the planned activity.
Tremayne Simpson
I use the writing of the board, and story telling, and involving students, and reviewing and summarizing.
I move at a slow pace, the slower the better; therefore I know the students are getting what I explain; I do finish what I need to by the end of the semester; I teach computer classes; it is easier to manage time in computer classes then it is in lecture classes; you can give the students lab time and it takes the pressure off the lecture time.
Yes managing lessons and time if you we have labs is less stressful then a lecture room; disadvantage of this is if you have a lecture class in a lab room students may be distracted by the tec.
Diane,
What methods do you have in place to ensure that all of these elements stay within the allotted time for the class session?
Tremayne Simpson
Diane,
This is a great exercise in time management. What is your method for handling the students that are more apt to working at a quicker pace?
Tremayne Simpson
Diane,
I agree that lecturing in a "lab" setting can cause a distraction for the instructor, as well as other students. Our campus invested in "Owl software"- which is a software that provides the instructor with a view of the students computer screens and control of the individual monitors. With this software our instructors can simply turn-off the student monitors during the lecture.
Tremayne Simpson
In consideration of "time management", if the class is pushing by at too fast a pace, I gain control by re-capping the relevant topics and ask the students to elaborate on their answers. I do this to make sure in fact they grasped the concepts or material at hand and I find it's always beneficial regardless if they are spot on or not.
I time (literally) my lesson plan... making sure I spend 20 minutes and no more on one topic, and then move to 20 minutes on the next. This seems to work out well. It also keeps the discussion from getting too repetitive with students and getting off topic, which is a problem at times.
Bruce ,
This is an effective way to assess student comprehension of information. I have a similar method, however I ask that the students write down potential questions (that they believe will be asked on the chapter exam) during the lecture and (time permitting) we spend the last portion of class answering the questions in a "discussion format". This has proven to be beneficial to all students because it serves as an "impromptu" study session for the exam.
Tremayne Simpson
carolyn,
This is a great method, primarily because the "20 minute" time limit falls within the parameters of the average adult attention span. Information is easier to retain, when it can be provided in intervals.
Tremayne Simpson
I teach a electrical course and I have light boards and power supplies in the class room.There primary purpose,is for lab work,however if I find that we are ahead of schedule,I will inturupt lecture,with a hands on exercise.I will have students wire circuits to reinforce what I have been covering i lecture.
I like to manage my time with my lesson plans by blocking time for each individual lesson or activity. This works very well and helps preduce off track discussions which can be the death of an effective lesson plan
Sean,
I agree that "off track" discussions can alter planned lessons, however they can be useful in situations where the students are not participating during the lecture. These digressions can be used as "icebreakers", that can lead to further participation from the students.
Tremayne Simpson
Wilfred,
This is a great example of an application-based activity ("Learning Taxonomy"), also you are able to assess student comprehension, by reviewing their progress in completing the activity.
Tremayne Simpson
Time management definitely came with practice. The more I knew the material the better I am at blocking out chunks of time for each activity. However, each class of students are different so one class may take longer on an activity while another finishes early. So I typically do have extra material to teach just in case.
Jimmy,
This is a great observation. In many cases, the class sections can require different lesson plans, depending on the differences of the students enrolled in the course. I typically assign the "extra planned material" to students, to review outside of the course, as a further reflection of the discussed topic.
Tremayne Simpson
