A conversation with a colleague earlier this week got me thinking about how teachers not only prepare a lecture, but practice delivering a lecture. These are not necessarily the same, nor are they mutually exclusive. Practice is merely one thing a teacher should do when preparing a lecture—but is too often slighted or even ignored. Delivering a lecture is not a far cry from delivering a speech.
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June 21, 2013
June 15, 2013
I was a young 3rd year Ph.D. student. One of my faculty advisors, who taught graduate courses in the Higher and Postsecondary Education program gave me the incredible opportunity to design and teach a course from scratch on “The College Student in America.” I was humbled, honored, excited, and nervous. Right away, I started researching primary texts, then secondary texts.
June 11, 2013
Admittedly, I am a huge proponent of active learning and finding ways to move beyond lecture as the primary and sometimes sole mechanism of engaging students in learning. Even with that said, I think that much of the conversation about pedagogy in recent years has swung too far away from lecture and neglected to recognize the powerful learning that can happen as a result of lecture as just one pedagogical technique.
June 10, 2013
I recently had a discussion with a colleague who wanted to explore ways to keep his students engaged (and attending) his large lecture class.