pp2-tips for teaching

8/6/2019 PP2-Tips for Teaching

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BODY LANGUAGE

Eye Contact

Make contact with the students by looking at them directly. Divide your eye contact

between the students at your location and the students at the remote sites. Make the

students at the remote site feel that they are part of the class.

Facial Expressions

The face provides many visual cues. Remember, while the students at the local site can pick

up such cues, the students at the remote sites will not if the tracking ring (VTEL rooms only)

is set on wide.When at all possible, avoid wide angle shots where all facial expressions are

reduced or eliminated.

Use a "tight" shot to make sure the students at the remote site(s) can read your facial

expressions.

Posture

Stand straight. Due to IVC technology, the camera accentuates if you slouch. If you stand

behind the IVC lectern use it to hold your notes or presentation materials, do not use it to

"prop" yourself up.


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If you are enthusiastic about the course, your students will be too. Eye contact,

facial expressions, posture and grooming along with your voice will convey your level

of enthusiasm.

Be Enthusiastic

Gesturing

Pay attention to your hands and arms. Are they stiff and at your side? Do your

hands say something and your voice something else? Or are they used to

punctuate your lesson or get a point across?

When addressing students at the remote site, extend your arm towards the

camera as if motioning to someone in the room.

GroomingGood grooming habits are reflected for all to see. Unfortunately so are

unkempt or disheveled appearances.


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People sometimes have mannerisms or nervous habits that they are not

aware of until someone notices and points them out. With IVC, these habits

become more noticeable, since the students focus on the TV monitor where

any unnecessary movement or mannerisms are rather obvious.

Here are some things to avoid doing when teaching in an IVC.

Playing with jewelry

Licking or biting your lips

Constantly adjusting your glasses

Keeping both hands in pant pockets

Popping the top of a pen

Playing with facial hair

Twirling your hair

Jingling change in your pocketLeaning on anything for support

Using too many gestures

Mannerisms and Nervous Habits


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SPEAKING TIPS

Instructors are delivering their course materials not to a local site but to a remote site as well. The only connection

students at the remote site have with other site is the images and

sounds sent to the remote site. The instructor's audio levels becomeseven more important. It is vital that the instructor's voice be clearlyheard and understood at the remote site. Listed below are speaking anddelivery tips for instructors:Make sure everyone in the room can hear you. Project your voice tothe back of the room. Dont make your students strain to hear youspeak.

Even though you may be wearing a microphone, periodically ask theother site if they can hear you.Dont talk to the monitors in the console. This results in "top of thehead" syndrome.Face the audience. Avoid turning your back to the them.Pay attention to your pitch, volume and articulation, tempo and pacing.Avoid speaking in a monotone voice.

Avoid "ah" "um" "and" "huh." They distract the students from thepresentation and make it seem that you are unprepared.Change the speed of speaking to emphasize content.Alternate the pace of your voice. Speaking at different rates for shortperiods of time can add dynamic flow and energy to speech patterns.


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At important key points, slow down. This verbally emphasizes what is being said is

important.

Use pauses for emphasis within statements.

Silence is an exclamation point. Add emphasis and importance to key points of a

presentation by extending a slight pause.Dont read your presentation; use it as an organizer for your class.

Allow enough time for the audience to read and grasp the information on the screen.

Changing the information too quickly will loose the audience.

Don't read from the screen - use the script, cue cards, or slide reductions as reminders of

the points to be covered.

Make sure the notes or comments correlate to the material on the screen.Use a pointer to call attention to a particular part of the transparency or slide.

Using your lesson plans, organize your print based materials and graphics with your

presentation. One suggestion is to number them in the upper right hand corner so if they

get out of order, you can quickly arrange them in the proper order.

Use progressive disclosure. Too much information can be confusing.

When using a document or slide that has too much information, obscure the information

on the bottom to keep people from reading ahead.


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QUESTIONS AND INTRODUCTIONS

Due to the nature of Interactive Video, it is important to engage the

students, especially the remote site students from the beginning of each

class session. One effective way to do this is through questions posed bythe instructor and introducing topics for discussion.At the beginning of each class, ask each site if there are any questions or comments about the previous classmeeting. This is a good way to not only make sure the equipment at both sites is working but to also engage thestudents.Introduce the study unit at the beginning of the class. Let the students know what you are planning to cover duringthe session.

Other Items to ConsiderMemorize the opening statements to get over stage fright.Some people use humor or an amusing anecdote to begin.Establish a question and answer time for the presentation and let the students know when their questions andcomments will be taken. Some individuals like to take questions at the end of a presentation to avoid interruptions.Others like questions asked during the presentation to get an idea of how it is going.

Soliciting ResponsesDevelop a rapport with the students, especially the remote site.Ask students to answer questions specific to the content being covered.Solicit comments and/or opinions from all the students. This lets all the students feel that they are part of the classand it is a good way to foster interactivity between all students.Focus attention on the students, both at the local and remote site and not on yourself. Try to speak to every one at

all sites.

At the End of the Class PeriodAt the end of a class period, provide closure to the presentation.Review whats been covered.Ask if there are any questions or comments about the materials thats been presented.Provide an insight as to what will happen at the next class meeting.Clarify any homework assignments.If there are any changes to your "office hours" let them know at this time.


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LESSON DELIVERY

When teaching in an IVC, it is important for an instructor to consider the delivery modes and methods for a lesson.Listed below are some items to consider before teaching an IVC class:

Class Preparation

An instructor cant come in to an Interactive Video Classroom at the last

minute and expect that a lesson delivered "off the cuff" will work. Due to thetechnology and logistics, an IVC class requires advance preparation for

both the content and visuals.

After the preparation is complete, practice delivering the lesson using the

equipment in the IVC. Tip:Presentations run 30% longer in front of an

audience than when practicing alone.

Engage All Students

Constantly monitor student reactions (or lack of) at all sites. Ask questions

and solicit comments and questions from all sites. Make sure there is

constant interaction between sites and between instructor and students.

Switching Origination Sites

Some instructors like to vary their origination site where the instruction isbeing delivered. This keeps the students on their toes and keeps them from

feeling that they are being "taken for granted." Also, it allows all students to

actually interact in person with the instructor and feel more "part" of the

class.Transitions

Let the students know that your are switching from one topic to another. This is a good time to ask if there are anyquestions or comments from both sides. Aside from being a good instructional practice, transitions allow for interaction

between the sites and let the students at the remote site know that you haven't forgotten about them. Also it is aquick way to make sure the audio is working between sites.


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Let the students know that your are switching fromone topic to another. This is a good time to ask if

there are any questions or comments from bothsides. Aside from being a good instructionalpractice, transitions allow for interaction betweenthe sites and let the students at the remote siteknow that you haven't forgotten about them. Also

it is a quick way to make sure the audio is workingbetween sites.

Transitions


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Questions and introductions also

play an important role in effectively

engaging students.


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Did your Students "Get It"?Anyone can get up before a group of students and speak. The question is "did they learn?"Dont speak to your students at both sites, communicate with them. Create a dialogue with them to make sure theyhave learned and make them comfortable asking questions or making comments. Again, remember interactive andinclusion.

Be YourselfFinally, relax and be yourself. Your students are experiencing the same feeling of being 'on camera' that you are.Dont be someone you aren't. Students can sense it. Develop your own presentation style and incorporate it intoyour IVC course.

If you dont know something, it is okay to say so. Just follow up by saying

you will find the answer and have it for them next class period. If you try to

bluff your way through it, your students will find out, and you will lose

credibility with them.

Self Evaluation - "How'd I do?"

Suggestion: All IVC's have a VHS VCR that can be used to video tape

classroom presentations. Do a dry run of a presentation you will be

delivering and video tape it. When finished, play it back to check your

delivery of the material. Also check you graphics and see how they "will

look" to students who are taking your class.


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QUESTIONS AND INTRODUCTIONS

It is important to engage the students,

especially the remote site students from thebeginning of each class session. One effective

way to do this is through questions posed by

the teacher and introducing topics for

discussion.


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At the beginning of each class, ask the students if there are

any questions or comments about the previous class meeting.

This is a good way to engage the students with the lecture.

(warming up)

Introduce the study unit at the beginning of the class. Let the

students know what you are planning to cover during the

session. (learning objective)


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Some individuals like to takequestions at the end of a

presentation to avoid interruptions.

Others like questions asked duringthe presentation to get an idea of

how it is going.


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Other Items to Consider

Memorize the opening statements to get overstage fright.

Some people use humor or an amusinganecdote to begin.

Establish a question and answer time for thepresentation and let the students know whentheir questions and comments will be taken.


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Soliciting Responses

Develop a rapport with the students,especially the remote site.Ask students to answer questions specific

to the content being covered.Solicit comments and/or opinions from allthe students. This lets all the studentsfeel that they are part of the class and it

is a good way to foster interactivitybetween all students.


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,

and not on yourself. Try to speak to every one at all sites.

At the End of the Class Period

At the end of a class period, provide closure to the

presentation.

Review whats been covered.

Ask if there are any questions or comments about the

materials thats been presented.

Provide an insight as to what will happen at the next

class meeting.

Clarify any homework assignments.

If there are any changes to your "office hours" let them

know at this time.


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PRE-LISTENING TASK

Whats the purpose of the

listening task?


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1.HOW DOESSHE START HER CLASS?

2.ARE THE STUDENTS SEATS DULYARRANGED ?


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