Please read TSSFFAP Chapter 7 (Herodotus Had it Right: From Lecturer to Story Teller) and do online quiz.Attend any lecture at NSU and analyze it in terms of the TSSFFAP “good lecture” suggestions. To what extent did the lecture reflect the TSSFFAP “Keys to a Good Lecture” standards? What kind of things did the teacher do to make sure that students paid attention, enjoyed the lecture, and learned something from it? What did you think went particularly well? What would you have done differently? Post your comments here.
According to TSSFFAP, good lectures need to be clear in both purpose and logical structure. Also it needs to engage the students. In my class I felt that it was structured well. The lecture was formatted well, and it followed a sequence. To keep people attentive the professor, picked out a student to be her visual stimulus. This was good as we saw functions in work that we were talking about in anatomy. She also utilized big game footage injuries to show the magnitude of what happens when the wrong forces meet. She also did a Round Robin approach, to gain insight from the class by posing questions that pertained to the lecture. The logical structure particularly went well, as everything posed seemed to tie into aspects around them. I would have exploited the student body more, and added an interactive game to the lecture as a reinforcer.
ReplyDeleteThe lecture that I observed had a clear purpose throughout. We were learning how the industrial revolution changed philosophies about the environment. The lecture had a clear, logical structure in that the professor put everything in chronological order and showed how philosophies changed throughout the years. The lecture also kept the students' minds engaged. The professor showed great energy and was always saying how cool all this stuff was. He also made sure to hold a class discussion on the issue. This kept the students engaged and interested in the topic. This discussion worked really well. I really enjoyed the energy of the professor. Even if you weren't interested in the topic at all, it would be hard not to be engaged in that lecture.
ReplyDeleteThe lecture that I attended showed some elements of a good lecture however, some elements were deffinatly lacking. There was not necessarily a clear purpose. The class was reading out of a book and going over it, but there was no direct purpose of "this is what you should get out of today's readings and lecture." The professor had a lively energy that kept the students engaged. He asked a variety of questions in general, not necessarily about the reading, that required student answers to keep them involved in lecture. The professor summed up at the end of the lecture one general point that was most important from the day's lecture, in the hopes that that is what the student took from the lecture. I think in general the lecture worked well, however, I personally think having a clearer purpose for the lecture about what the studens should learn before the lecture gives the students a clearer guide to the lecture and something to listen for or work towards.
ReplyDeleteThe lecture I attended did a good job of meeting the criteria for a good lecture. The purpose was to go over different kind of presidencies and how each president set a precedent with how he ran the country. The professor did a good job explaining it all clearly so that the point was easily made. The structure was also easy. Each presidency that was talked about was written as it was talked about. First, George Washington and the patrician presidency. After that was described, Andrew Jackson and the populist presidency was written on the board, and so on and so forth. He also did a great job at keeping our minds' engaged by being enthusiastic and funny, but making it educational and relative to the topic at hand as well. He asked questions and gave good personal stories, as well as good historical stories. The lecture was very informative and effective.
ReplyDeleteI sat in on a science lecture about genetics. The goal was to discuss genes and heredity. The instructor had an excellence rapport with her students. The power point presentation gave great examples and definitions of what makes up genetics. I was lucky to learn a thing or two about a haploid and diploid life's cycle. The students were busy taking page after page of notes and seemed interested in what the instructor had to say. The lecture was given mainly at the front of the room but the instructor did walk around and down the main aisles of the room to stress certain terms. She had great energy and kept the students attention. Before moving on to the next slide the instructor would ask if anyone had questions or comments. I believe this was an effective way to allow the students to engage in learning the information. I enjoyed attending this lecture and would definitely recommend that course to my peers.
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ReplyDeleteThe lecture I attended was pretty good, the professor used a visual aids and got the kids interested right away and then they kind of went into just read off the power point in a monotonic voice. Towards the middle the students kind of fell off wagon and stopped paying attention to what the teacher was saying and were just copying the notes from the slides. I felt that the purpose of the lecture was made know but the students were not as engaged as they could have been. One thing that did go well was the teacher seemed to know their subject matter really well and if they would use more expression I think things would go better for them next time.