Professors who are effective lectures almost always appear to have a conversational tone for the lecture. This relaxed appearance is more likely to put the students at ease. It also gives them the sense that they can be and should be more engaged with the instructor because it is like a conversation that requires both parties to be involved. An instructor who is relaxed and easy going, yet in control of the classroom, will develop good rapport with the students while still maintaining respect and authority.
I believe that ineffective lecturing would include a failure to engage the students, an appearance that the instructor was talking down to or at the students that suggests a lack of respect, and an unwillingness to answer student questions during the lecture. An inability to clarify the textbook material is also an ineffective lecturing trait. In my field, we are often talking about anatomy, physiology, or nutritional sciences. In my experiences, some lectures are no more than the same dry, dense material out of the textbook. The lecturer has not put any context on the material which makes it harder to learn.
The ineffective teacher could improve the lecture by incorporating several strategies to engage the students during each lecture session. Making contact with the students could be accomplished by setting up several pauses in the lecture at regular intervals. These “breaks” in the lecture allow the students to absorb the material, to write down questions or thoughts on the material, to consult with their peers in the classroom through small group discussion, and to ask questions of the instructor. The students would know that each lecturing “segment” of the class session will be short with several opportunities for clarification of confusing material. Another suggestion for effective lecturing is to vary the style of the lecture by adding multiple examples or case studies. This gives the students an opportunity to use and develop problem-solving skills, and to use these skills in a variety of situations.
I understand that it could be easy for an instructor to fall into the "trap" of lecturing the whole time without engaging the students. In many respects it can be easier because the instructor would have less to prepare, especially when teaching the class for a second time, third, etc. For my teaching demonstration, I will devote preparation time to adding variety to my teaching methods. To this end, I will plan out several strategies to get students involved with their peers in small groups and with the whole class. This interaction will allow them to express their thoughts in written and oral form. As Davis points out, having students generate a self-explanation and sharing it with others can increase their level of understanding. This allows them to reinforce the foundations of learning: listening, contemplating the meaning of what was just heard, and outwardly expressing their understanding of that material.
The experience of a classroom lecturer appearing to be unable or unwilling to “clarify textbook material” would certainly be a frustrating one! The ideas you mention for helping such an instructor to make the course content (and the class time!) more accessible and appealing for learners seem quite doable and likely to successful in that regard. I do wonder if the strategies we are learning about can indeed stand on their own merit in the case where an instructor is unwilling to engage the class BECAUSE s/he does not feel sufficiently knowledgeable about the text/material. If that instructor was comfortable being a learner along with the students, chances are the course would be far more enjoyable and enlightening for all!
ReplyDeleteI agree with the suggestions you have listed to help lecturers appear more engaging. I do find it interesting that our culture seems to expect to be entertained. We expect books to have good illustrations, speakers to have enthusiasm, and classes to be fun. You mentioned that lecturers should should present with a sort of conversational style and talk with instead of at students. I agree with this and do feel as if it is easier to engage in classes where the instructor is less formal. My question is should where do we draw the line between accommodating to students so that they can learn and accommodating to students so that they are entertained? Are we responsible for facilitating learning or facilitating motivation to learn? Maybe both?
ReplyDeleteYou highlighted many useful strategies for lecturing. I agree that it is critical for teachers to make an effort to engage students in the lesson through questions and opportunities to think about lecture content. I also like the idea of planning breaks for students to solidify their understanding of the topic and form questions. In my opinion it is also necessary to go beyond textbook material. There is little purpose in having class meetings if the majority of the lesson simply repeats information from the readings, particularly if there is little or no additional explanation, examples, or opportunities to apply the content.
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