Why do we

teach???

Why teach?

1. 2. 3. 4. 5.

1. To Enthuse Students

Reasons

1. To Enthuse Students How? Put yourself in their shoes, Consider, if you’ve taught the topic for years... Consider, if new to you to do...

Reasons

2. To give students the info they need

Reasons

2. To give students the info they need How? Handouts can give 10 times more material,

but must mix info with other materials (Make sure handout has lots of free space)

Reasons

3. To cover the syllabus

Reasons

3. To cover the syllabus How? In a meaningfully manner. Give the

students time to reflect and revise. So stop teaching for the last 3 weeks and get students to reflect and revise.

Reasons

4. Give the student group a sense of identity

Reasons

4. Give the student group a sense of identity How? Group work is vital

Reasons

5. Because it’s cost-effective - large groups

Reasons

5. Because it’s cost-effective - large groups How? Instead of throwing out questions to

students (as some may be intimidated) ask student to spend next 3 minutes writing down 3 most important ideas we’ve been talking about, and spend a minute comparing you’ve with your neighbour…look for 5 volunteers.

Rather than getting student to asks questions; at end of class collect on slips of paper and answer at start of next class or on-line on discussion board.

Reasons

6. To help map curriculum

Reasons

6. To help map curriculum How? Signpost the course. Show the students

the syllabus, included learning outcomes. Number the topics instead of bullet pointing them

Reasons

7. To see how the students are doing

Reasons

7. To see how the students are doing How? Look at their faces How? Handout your slides, with first slide having

questions about previous lecture - spend 5 minutes of lecture getting student to answer.

Reasons

8. To change student beliefs

Reasons

8. To change student beliefs How? By sharing your experience + Expert views

+ Existing Theories + Other students ideas. Make the student’s learning active, when

students apply their ideas, it becomes their knowledge.

Reasons

9. To help students learn

Reasons

9. To help students learn How? For a few minutes ask the students to

reflect on HOW they are learning. Share with others their approaches, their triumphs and disasters.

How? Stop class for a few minutes and discuss their note-making techniques.

How? Ask student to write down 3 things they don’t yet know about a topic and want to learn…amalgamate lists and hand to lecturer

Reasons

10. To help students figure out what the lecturer is going to ask in the exam

Reasons

10. To help students figure out what the lecturer is going to ask in the exam How? Students need to be more strategic about

assessment, it is an intelligent response to their situation. But you just need to help them figure out your culture of assessment, not every little facet of it.

Reasons

What can lecturers do?

• Get a notebook per course.• Include attendance sheets, handouts, slides,

etc.• After each lecture

– Note down errors in slides and handouts– Write down key points of lecture– Tricky issues– Good examples

What can lecturers do?

• Include questions after each lecture

– What did I do best?– What should I avoid?– What surprised me?– What were the good student questions?– What couldn’t the students answer?

Zone of Proximal Development

• Vygotsky’s term for the range of tasks that are too difficult for the child to master alone but that can be learned with guidance and assistance of adults or more-skilled children.

• The lower limit of ZPD is the level of skill reached by the child working independently.

• The upper limit is the level of additional responsibility the child can accept with the assistance of an able instructor.

• Scaffolding is changing the level of support. Over the course of a teaching session, a more-skilled person adjusts the amount of guidance to fit the child’s current performance

Instructional Design

• Maximise the effectiveness, efficiency and appeal of instruction and other learning experiences.

• The process consists of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition.

• The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed.

POP QUIZ

POP QUIZ

1. On average do students prefer to work alone or in groups?

a) in groupsb) alonec) dunno

POP QUIZ

1. On average do students prefer to work alone or in groups?

a) in groups +1b) alone -1c) dunno 0

POP QUIZ

2. Is it better for students to work collaboratively or competitively?

a) collaborativelyb) competitivelyc) Equally good for their learning

POP QUIZ

2. Is it better for students to work collaboratively or competitively?

a) collaboratively +1b) competitively -1c) Equally good for their learning 0

POP QUIZ

3. Do students learn better if you offer a small reward?

a) Yesb) Noc) dunno

POP QUIZ

3. Do students learn better if you offer a small reward?

a) Yes -1b) No +1c) dunno 0

POP QUIZ

4. Which is better, detailed feedback 3 weeks after an assignment in handed up, or a % result one week later?

a) Feedbackb) Percentagec) dunno

POP QUIZ

4. Which is better, detailed feedback 3 weeks after an assignment in handed up, or a % result one week later?

a) Feedback -1b) Percentage +1c) dunno 0

POP QUIZ

5. How soon after a lecture starts will a student’s attention tend to drift?

a) 10 minsb) 20 minsc) 40 mins

POP QUIZ

5. How soon after a lecture starts will a student’s attention tend to drift?

a) 10 mins +1b) 20 mins 0c) 40 mins -1

If you read one book on teaching...

• “Lecturing: A Practical Guide” by Sally Brown and Phil Race