This week
we discussed questioning again as a continuation from last class. We went out into the classrooms and observed
questioning. When we returned, we
discussed the questions we observed and used a protocol to direct the questions
we heard and find ways to ask deeper meaning questions. The discussion focused on how we needed to
examine the questions we ask and realize that sometimes the questions we ask
are not exactly the questions we mean to ask.
We should examine what the result of the questioning is and find a
better way to ask it so that we get the desired answers we want from our
students.
The other
part of this week’s class was devoted to the art of the lecture. We came back into the classroom to find that
the seats had been rearranged into the forward facing position that a majority
of classrooms use. Dr. H. then asked us
how sitting this way made us feel as students and we discussed the preconceived
notions of a lecture. We were then given
a badly made graphic organizer to take lecture notes on. She did this to show us the importance of
good organization and to stress the point that as the lecturer needs to be
well-organized and prepared when giving a lecture. Other important aspects were to keep the
lecture short and to make sure you know what you are going to say and be
well-rehearsed. This is very important because
a bad lecture can turn students off from learning where as a good,
well-delivered lecturer can be a gateway to further learning and interest in a topic. I was glad to have this class because I feel
that lecturing gets a bad rap, as if it is the worst sin a teacher can commit.. Sometimes you have to give a direct lesson
sometimes because of time constraints due to the school year and testing,
sometimes because it is simply the best way to introduce a topic or review a
topic. Having been taught what is importation
in lecturing and having what not to do pointed out is a valuable lesson to have
had.
An important point that you raised in your blog is that lecturing isn't always bad! In our SPED class we learned that many students that receive special education services, ELL's and students with undocumented learning challenges all benefit from direct instruction. We need to make sure to follow all of the advice that you put in your blog (keep it short, stay organized...) to get the most out of a lecture. At the same time, we need to make sure that students are not only getting direct instruction all of the time. Since students have a short attention span (about 8-10 minutes) it is important to offer different styles of instruction to keep the students engaged.
ReplyDeleteLectures are part of a class and some students learn better through this method but it has to be done right. The biggest piece about the lecture is note taking and if a teacher gives a graphic organizer to the students it must be very well done. The organizer we got in class made me so confused it was hard to even listen to Dr. H.
ReplyDeleteHi Elizabeth,
ReplyDeleteA bad lecture is what turns the student’s ability to engage off. From personal experience, I think this is when students start laying back or taking out their phones as the teacher just drones on and on. The material may be packed with wicked good information, but the students have been sitting around for an extended period of time without really contributing or doing things. I loved how Dr. Horwitz gave us the basic guidelines to having a successful lecture: communicate, summarize, tailor, enhance, motivate, and model. I had no idea that lectures were supposed to be 10-18 minutes! It was a surprise to me that a good lecture is supposed to be short. Dr. Horwitz really opened my eyes by showing some bad parts about lectures, and also revealing the good parts. I agree that lectures get a bad rap, because teachers use them wrong! Now we know some tools to help us not fall into that bad lecture trap.