You are not themost important

person in the room.

“Me, here now”

Establish cognitive /behavioral

objectives for your audience.

What do I want my students to do?

What do I want my students to know?

First day: Introduce content

Clarify your objectives

Establish tone and expectations.

Opening Begin with something different:

(anecdote, question, current event)

Ask someone to summerize what

happened in the last sesion.

Use a question box

Set up a problem

Closing

Plan a rythm for your class.

Set aside a time for questions.

Frame/suggest an approach for

assigned reading

Decide what is essential, importantand helpful.

Set objectives

Plan a lecture to cover less thanentire period.

Divide the lecture into discretesegments

Lecture from notes and outlinesrather than a complete text.

Be natural.

Vary your pacing and voice.

Use gestures to emphasize points.

Look at the audience.

Use the language to create

pictures.

Observe the techniques of others.

Credibility is

enhanced by… Confidence

Enthusiasm and interest in teaching

Your researches and reflections.

Commitment is

enhanced by… Your own experiences, ideas, feelings.

Relating the first person approach not

separated from yourself and your

subject.

“passion”

Delivery is tied to

both C&C… What is important in establishing

credibility

Verbal (words you say) 7%

Vocal (how you sound when you say

them) 38%

Visual (how you look when you say

them) 55%

Learning takes place in an

active environment.

Asses “me, here , now”

Share responsabilities.

Make sure everybody understood.

How to build

interaction? Problem

solving, hypotheses, brainstorming, team

work, assign activities, mini-

lectures, discussions.

Move yourself!

Use the visuals to outline the visuals for

the class.

Use the board and the projector.

Don’t talk while you write.

Limit the text you put in a slide.

Have a plan for your chalkboard.

Visuals are complements, suplementsbut not substitutes.

Request and encourage questions.

Be aware of your comments.

Make sure everyone hears the question.

Clarify questions.

Answer questions as directly as posible.

Be diplomatic when students get

complicated questions.

How to deal with questions…

Get regular feedback.

Use eye contact as a tool for continous

feedback.

Conduct a midterm course review.

Borrow students classnotes from time to

time.

Arrange to have your lecture

videotaped.

Decide your goal in testing.

Consider the format of questions.

Consider the format of the exam as a

whole.

Take your own test, show it to a collegue.

Make your grading and testing policies

clear on the first day of class.