Note cards
I really liked the idea of having students write down their questions on note cards during the lecture. By collecting the cards at "break time" and reviewing them, I could be better equipped at answering questions when class resumes. I also think this would be helpful for students who may be a bit shy about asking questions.
Hi Katrina,
The card system does work really well. You are right about the cards getting the more shy or quiet students involved in asking questions. I know when I read the question from their card I can generally identify who wrote it by the look on the student's face. I have had the contribute some additional content or raise another question after I have read their question and given an answer. It really draws them out.
Gary
I agree with you that note cards work well. It is easy to update your lecture with new materials, file it in the proper sequence and suddenly you have updated material with minimal effort. Too many people rely on power point putting themselves at a disadvantage should the power go out or something goes wrong with the system. Suddenly you are not able to manage. When in doubt go back to some of those old methods of teaching--chalk and a blackboard.
Hi Beatrice,
Well said. The exchange of information be it PowerPoint or chalkboard is essential. By being prepared to use different delivery techniques you can always find a way to keep going when something doesn't work out for you.
Gary
I really like the idea of using the note cards during lecture.
I plan on using this method next week!
thanks
Hi Amber,
Let me know how this works for you.
Gary
Here's an example of something that may depend on the nature of the course being taught. I would not want to try this while teaching a mathematics course.
The "lecture" in a typical mathematics course, like college algebra, is essentially presenting new kinds of problems, then demonstrating techniques of solution. When students have questions, their questions mostly arise, and must be answered, in real time but before the next step of the technique. Else, students are not likely to understand the next step. I doubt that in such cases, students wish to wait until the next break to have their question answered. The teachable moment is fleeting in such cases. In teaching a math course, a question raised in real time needs to be answered in real time. My most difficult issue, in fact, is how can I convince them to overcome their shyness long enough to ask questions when they most need answers? (Any ideas about this?)
This is not likely the only difficulty raised by the note-card technique in math, but I think that it's the most important one.
Hi Daniel,
You are correct about trying to integrate different teaching techniques into different content areas. If the "teachable moment" gets away in math it is hard to recreate it again at a later date. This is why it is good to answer the question at that moment in time. The note-card technique works for settings where students are hard to draw out and ask questions. Another strategy is to put the students into groups and have them develop questions they want answered. This way the more shy students will ask their questions in the group and then the group spokesperson can share the question with the entire class. As you know it is always a challenge to get everyone to participate answer all of the questions and still keep the class moving forward. This is also the fun part of teaching because it lets you problem solve on how best to reach each student.
Gary
I really like the idea of note cards. I am a chef instrucotr and all of our classrooms consist of lecture/demo..I have each student write their receipe and steps of preperation the night before. I do the same.
this ensures that the material has been read, steps have been thought about and the demo is now the 2nd time they are seeing the information.
This also serves as creating a "receipe box" for later in their career since most chefs work off a card system
it teaches to condense information to andn organize by steps
