|
You are presenting complex concepts. You realize,
or know from past experience, that students are overwhelmed.
For all students processing time is critical. If
you’re an experienced teacher, perhaps you ‘know’ that this material
is simply difficult to understand, and that students will just need to take
time to understand it no matter what you do in class. However, don’t give
up on trying new presentation techniques. For example:
Make certain that the presentation begins with
basic elements that all students understand; then build to a more complex
level.
If you are using visual aids, take a second look
at their effectiveness. (Refer to TEACHING: Visuals for suggestions.)
If you are not using visual aids, consider how
they might be useful to help explain the difficult concepts.
If a captionist is present in your classroom for
deaf and hard-of-hearing students, review the transcript after the class
– and read it from a student perspective. If your campus provides video
services, have someone videotape your class and then review the tape. Then
ask yourself:
Have you presented material in a logical progression
(if that was your goal)?
Are there unintended false starts, backtracking,
or drifting when you present the material?
Have you been clear when you’ve changed the topic?
Is the class really interactive, or do you unexpectedly
dominate discussion? If your goal is to have interactive classes, obtain
some specific measures of the interaction. For example measure the amount
of time you’re talking and the amount of time your students are talking,
or the number of different students contributing to the discussion.
Is your presentation style what you expected?
If you want to use examples or stories to convey your point, do you actually
do so?
If you ask students to hold questions until the
end of class, reconsider this policy, especially if you want students to
understand as the material is being presented.
Ask for a student who understands the concept
to explain it to his/her peers. You may find yourself startled at the totally
different approach the student takes to explaining the material.
Have each student write an explanation of the
subject and review these in class or after class. Use the material as feedback
on student understanding.
|
|
