The
Feedback Lecture
The feedback lecture outlines a structure that may well be adapted to each discipline's
method.
Introduction
Objectives
Pretest
Lecture with Outline I
Discussion Questions, Exercises (or)
Small Group Activity
Lecture and Outline II
Post-test
(Source: Shirley Ronkowski's adaptation of Osterman, Christensen, and Coffey's "The Feedback Lecture". Kansas State University Center for Faculty Evaluation and Development: Idea Paper No. 13, 1985.)
Questions
Joe
Cuseo of Marymount College listed the following six research-grounded guidelines
for effective questioning to encourage active student involvement in classroom
discussion:
1. Clearly focused (i.e., tied to specific content and asks for a specific thought process rather than generic, unfocussed questions like, "Any comments about what we've discussed thus far?")
2. Allows for open-ended responses (i.e., responses that involve more than a single word or phrase, thus encouraging verbal elaboration).
3. Promotes divergent thinking (i.e., a diverse number of potentially correct answers is possible, thus reducing students' fear of not providing "the" one correct answer the instructor is "looking for".)
4. Evokes higher order thinking (i.e., application, synthesis or evaluation, rather than rote memory).
5. Places students in a reality-based or problem-centered context (i.e., a realistic situation requiring problem-solving or decision-making).
6. Sufficient pause or wait time follows question delivery. (ref: Mary Budd Rowe of Miami University)
Pacing
In
longer classes, pacing between lecture and activities, individual and small
group, helps students to sustain their attention, and assimilate what is being
presented.
Classroom
Assessment Techniques
CATs
help instructors informally check how students are comprehending the lecture,
and provide feedback for what needs reviewing or emphasizing. (Page 13 in notebook)
Teaching
Students How to Learn
"Strategies" outlines ideas from research about
how to teach students how to learn while delivering content. Integrating Student
Success concepts, like demonstrating a reading and study method like SQ5R, or
a notetaking method, may not take too much time away from lecture, and will
make a huge difference to students' knowledge and performance.
Active
Learning
As
a mode of brainstorming , "Active Learning", #5, from "Lesson
Plan Considerations" provides a few suggestions.