Download PDF by Sue Habeshaw, Graham Gibbs, Trevor Habeshaw, Anthony Haynes,: 53 Interesting Things to Do in Your Lectures

By Sue Habeshaw, Graham Gibbs, Trevor Habeshaw, Anthony Haynes, Karen Haynes

ISBN-10: 1907076301

ISBN-13: 9781907076305

Lectures stay a staple kind of instructing in greater schooling. besides the fact that, a few lectures are more suitable than others. fifty three attention-grabbing activities on your lectures provides sensible feedback, each one attempted and confirmed, for constructing your lectures. The publication is designed for dipping into to discover feedback that dovetail together with your personal perform. the subjects lined are wide-ranging. They comprise: structuring the lecturing technique; enhancing scholars' notes; structuring and summarising content material; linking lectures to one another; maintaining the scholars' consciousness; selling energetic studying in the course of lectures; utilizing assets; and tracking scholars' studying from lectures. summary: fifty three useful rules for constructing lectures are provided. They hide: structuring the lecturing technique; enhancing scholars' notes; utilizing handouts; structuring and summarising content material; linking lectures to one another; keeping the scholars' recognition; energetic studying in the course of lectures; and tracking studying. for every of the tips, an issue or factor is pointed out and a pragmatic instructing or studying strategy is proposed. total, the tips are designed to assist reflective practitioners in expert and better schooling increase their repertoire of pedagogical thoughts. key phrases: greater schooling; studying; lectures; pedagogy; post-compulsory schooling; expert schooling; research; educating

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Extra info for 53 Interesting Things to Do in Your Lectures

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During the eight minutes you call out, ‘OK, two minutes are up. Swop around and start the explanation of the next type of sedimentation. Do this now even if you haven’t finished the last one. Off you go’. ) Review 30 ‘OK, you have tried to give these explanations from memory. Now check through your notes to see what you got right, what was missed out and so on. ’ ‘Now you ought to have a pretty clear idea what you know and understand and what you don’t, and whether your notes are any use, so you also ought to have a clear impression of what follow-up work there is still to do on this topic before you can explain all four types from memory – because that is the sort of thing you will have to do in the exam.

To help attention, students in pairs can do deals with each other to take turns in note-taking. One has the responsibility to take full notes while the other is free to attend to what is being said and to think about it. After a section of the lecture is complete, or half way through, or after alternate lectures, these roles can be reversed. At the end the notes are exchanged to create a full set. In this way students are free to attend to at least half the lecture material. 17 Swop 6 18 7 Memory One problem with note-taking in lectures is identified by the cynical description of lectures as methods of transferring information from the notes of the teacher to the notes of the students without passing through the heads of either.

Linking methods may vary between providers. Also, it is important to check links from time to time as they may not be stable. Selecting key sections of an article – abstracts, the introduction, discussion and conclusion – can provide all you may require. This selection of key sections can also teach students how to get the main points from an article without having to read it all. Once students have some familiarity with journals in this way, you might ask them to find a particular article and bring it to the following lecture.

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53 Interesting Things to Do in Your Lectures by Sue Habeshaw, Graham Gibbs, Trevor Habeshaw, Anthony Haynes, Karen Haynes


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