One of the lecturer’s biggest fears remains ending class without having addressed enough of the material he/she planned to cover. To prevent this, Paola Arlotta identifies four or five key topics to address in a particular lecture before class. If discussion runs long on one of those topics, she makes quick decisions about how to reshuffle timing to ensure her objectives are met by the end of the lesson.
A lecturer who acts primarily as a “sage on the stage” for an entire class session will likely struggle to gauge or sustain student attention and energy. By incorporating frequent, purposeful questioning into lectures, instructors can keep students energized and deepen their understanding. Brett Flehinger uses factual, analytical, and overarching questions during his lectures to draw out student voices and check the class’s “temperature.”
A classic challenge for the lecturers is how to fit all relevant material into the timeframe of a short class period, not to mention a short semester. When a student makes an insightful point that would take the class in a new direction, instructors must decide: Do I go on a worthwhile tangent to address the student’s point, or do I proceed as I had planned? In this video, Brett Flehinger shares why he allows student contributions to shape the path a class takes and how he makes strategic adjustments on the fly.
While slides can be helpful for displaying class material, they also tend to be static and relatively passive. Conversely, co-constructing knowledge on the board with students can help make definitions and key concepts come alive. In this video, Paola Arlotta describes how recording students’ ideas on the board engages them in collaboratively “building the class material” and involves them more deeply in the learning process.
Tapping into the energy in the classroom to make real-time decisions for keeping students engaged, curious, and challenged may prove more effective than blindly following a scripted lesson plan. In this video, Paola Arlotta describes how she uses advance planning and in-the-moment data from students to know when is appropriate to increase the level of difficulty or reveal surprises in the content.