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

Lectures stay a staple kind of instructing in better schooling. notwithstanding, a few lectures are greater than others. fifty three attention-grabbing activities on your lectures offers useful feedback, every one attempted and established, for constructing your lectures. The booklet is designed for dipping into to discover feedback that dovetail along with your personal perform. the themes coated are wide-ranging. They contain: structuring the lecturing strategy; bettering scholars' notes; structuring and summarising content material; linking lectures to one another; keeping the scholars' recognition; selling energetic studying in the course of lectures; utilizing assets; and tracking scholars' studying from lectures. summary: fifty three useful principles for constructing lectures are provided. They disguise: structuring the lecturing procedure; bettering scholars' notes; utilizing handouts; structuring and summarising content material; linking lectures to one another; preserving the scholars' awareness; lively 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 approach is proposed. total, the tips are designed to assist reflective practitioners in specialist and better schooling expand their repertoire of pedagogical options. keywords: greater schooling; studying; lectures; pedagogy; post-compulsory schooling; specialist schooling; examine; educating

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Even if they do have the opportunity they may not have the inclination to do so in the context of the social pressure to have a coffee and a chat. Yet review is one of the most powerful and easily demonstrated devices for improving learning from lectures. And the sooner after the end of the lecture the review takes place the greater is its effect – the best time being immediately afterwards. Despite the crucial role of review in learning, and the reality that it seldom takes place after lectures, it is still common for teachers to lecture right up to the last minute, and even to introduce new information and ideas at the end.

Students listening to an extended lecture often miss elements of the structure or fail to grasp the relative importance of ideas. Seeing your notes will encourage them to try to see the wood for the trees. 27 Displaying your notes 10 28 11 Review Students often have to go straight from your lecture into someone else’s, or into a practical session, or a tutorial, or at least embark on some other different and demanding activity immediately after your lecture has finished. They seldom have an early opportunity to review your lecture by working on their notes or by undertaking a task requiring use of the content of your lecture.

You can have as long as you need. You’ll have a chance to check whether you have forgotten anything or got anything wrong before I go on to the next thing’. After the 5–10 minutes the students needed, he then used 19 Memory 7 a method for allowing students to check and improve their notes (see 6 Swop). In practice this results in: 7 a far higher attention during explanations as students know they will have to remember and write notes in a few minutes. Attention is devoted to listening and thinking rather than being split between thinking and note-taking; b more questioning from students who, instead of copying down what they don’t understand, need to make sense of the explanations if they are to remember them and take notes from memory; c smoother and faster explanations which do not have to keep being held up to allow the last point to be copied down verbatim by the slowest note-taker in the group; d notes which are brief and which only pick out the main points in a form which makes sense to the student rather than extensive copied notes which do not discriminate between key points and trivia, and which are structured in the teacher’s way; e a learning check.

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