This handy guide uses a multi-disciplinary approach, based on sound educational theory, in order to give straightforward and practical advice to the new and practising university or college teacher.
Author(s): Kate Exley
Edition: 1
Year: 2004
Language: English
Pages: 192
Book Cover......Page 1
Half-Title......Page 2
Title......Page 5
Copyright......Page 6
Contents......Page 8
Illustrations......Page 10
Series preface......Page 12
Acknowledgements......Page 15
Introduction......Page 16
THE HISTORY OF THE LECTURE......Page 18
LECTURING AND CONSTRUCTIVE ALIGNMENT......Page 19
LEARNING STYLES......Page 22
WHAT CAN THE ‘TRADITIONAL’ LECTURE DO WELL?......Page 23
Clear overview......Page 24
FINAL REMARKS......Page 25
A lecturer in psychology......Page 26
Feeling the constraints in curriculum design in history......Page 27
USEFUL WEB SITES......Page 28
FINDING OUT MORE......Page 30
SOURCES OF BACKGROUND INFORMATION......Page 32
THINKING ABOUT CONTENT......Page 33
THINK OF STRUCTURE AND CONTENT TOGETHER......Page 34
THE PROCESS OF PREPARATION......Page 35
Preparing a lecture—a personal approach......Page 36
USING CONTACT TIME WELL......Page 37
IN CONCLUSION......Page 38
Preparing for a mathematics lecture......Page 39
Preparing a microbiology lecture......Page 40
A senior lecturer in economics......Page 42
FURTHER READING......Page 43
USEFUL WEB SITES......Page 44
NERVES AND ANXIETIES......Page 46
REASONS FOR ANXIETY......Page 47
BEFORE THE LECTURE......Page 48
TAKING SOME OF THE PRESSURE OFF......Page 49
DON’T FORGET TO BREATHE......Page 50
THE FIRST FIVE MINUTES......Page 51
Surviving the first few minutes......Page 52
FINDING YOURSELF IF YOUR MIND GOES BLANK......Page 53
ISSUES OF CONTROL AND DISCIPLINE......Page 55
USEFUL WEB SITES......Page 59
INTRODUCTION......Page 60
Mood......Page 61
Activating prior learning......Page 62
Motivation......Page 63
A generic context......Page 64
Control the amount of content......Page 65
Vary the stimulus......Page 66
Classical: 1, 1.1, 1.2, 1.3, 2, 2.1, 2.2, 2.3…......Page 67
Comparative: pros and cons, advocacy and controversy......Page 68
Problems and case studies......Page 69
Foci......Page 70
Use well thought-out explanations......Page 71
Stimulate thinking......Page 73
Finishing the content......Page 74
CLOSURE......Page 75
Biochemistry......Page 76
USEFUL WEB SITES......Page 77
USING YOUR VOICE EFFECTIVELY IN A LECTURE......Page 78
THE SPOKEN WORD......Page 79
LOOKING AFTER YOUR VOICE......Page 80
FINDING A PERSONAL STYLE......Page 81
HOW DO YOU CHOOSE TO PRESENT YOURSELF?......Page 82
PRESENTING MATERIAL VISUALLY......Page 83
CHOICE OF AUDIO-VISUAL AIDS......Page 84
GENERATING VISUAL AIDS IN THE LECTURE......Page 85
Using flipcharts......Page 86
Using the interactive whiteboard......Page 87
Preferences......Page 89
Colours......Page 90
Using visuals......Page 91
QUICK ADVICE ON DESIGNING CHARTS AND GRAPHS......Page 93
DESIGNING A POWERPOINT PRESENTATION FOR USE WITH A DATA PROJECTOR......Page 94
Engineering......Page 95
USEFUL WEB SITES......Page 96
INTRODUCTION......Page 98
DOES INTERACTIVE LECTURING AID LEARNING?......Page 100
Why not?......Page 101
Audio recordings......Page 103
Using visual aids......Page 104
Demonstrations......Page 105
Using video clips......Page 106
VARYING WHAT THE STUDENTS CAN DO INDIVIDUALLY IN A LECTURE......Page 107
Asking questions......Page 108
Hearing back from the students......Page 109
A concern......Page 111
Using incomplete handouts......Page 112
How big can you go?......Page 113
Dealing with the consequences......Page 114
Geography......Page 115
Electrical engineering......Page 116
FURTHER READING......Page 117
The Active Learning Site......Page 118
Full lecture notes......Page 120
Handouts providing additional material......Page 121
HANDOUTS FOR ACTIVITY......Page 122
Incomplete or unlabelled processes or sequences......Page 123
Individual or group activities with interactive handouts......Page 124
When to hand out handouts......Page 125
CASE STUDY: RS15—OUTLINE OF AN ‘ACTIVE’ LECTURE......Page 126
USEFUL WEB SITES......Page 129
INTRODUCTION......Page 130
How do interactive handsets work?......Page 131
Making use of the handset technology......Page 132
CONSULTING INTERNET RESOURCES AND INFORMATION......Page 134
LIVE PEOPLE LINKS AND DISCUSSIONS......Page 135
USING VLEs TO SUPPORT THE LECTURE......Page 138
A word about technical back-up and expertise......Page 139
Using PRS EduCue in Genetics......Page 140
Using video conferencing—an interactive keynote lecture in medicine......Page 142
USEFUL WEB SITES......Page 144
INTRODUCTION......Page 146
Individual needs......Page 147
Helping students who have a visual impairment......Page 148
Helping students with a hearing impairment in your lecture......Page 150
Using sign language......Page 151
What is dyslexia?......Page 152
Assisting note taking and alternative approaches......Page 153
HELPING STUDENTS WHO APPEAR UNDER-CONFIDENT IN THE LECTURE......Page 154
USEFUL WEB SITES......Page 157
Context......Page 158
Presentation skills......Page 159
No outcomes......Page 160
Irrelevance......Page 161
Incompetent use of audio-visual aids......Page 162
Solution......Page 163
Peer evaluation of teaching (PET)......Page 164
Giving feedback to a teacher......Page 168
Student evaluation of teaching......Page 169
USEFUL WEB SITES......Page 171
Different university schemes, guidance and information......Page 172
LTSN subject centre and discipline-specific peer observation links......Page 173
THE LEGAL POSITION: SUPPORTING DISABLED STUDENTS......Page 174
Confidentiality......Page 176
Appendix 2 Additional sources of information on specific disabilities and support organizations......Page 178
References......Page 180
Index......Page 184
