As we prepare for a new school year, many of us will write lectures either by choice or because we feel or are told we must. I confess that I don’t like to lecture; I much prefer to facilitate student discussion, which places the responsibility for learning back on the students themselves. We have all experienced mind-numbing lectures and (most of us!) have vowed not to do that to our own students, but how do we break out of the mold in which we have been shaped?
I’ve collected a few ideas from my training and practice as a high school math and history teacher and graduate teaching assistant and hope they are helpful to others who seek to improve student learning and engagement in lectures.
When preparing a lecture:
Read more: Inside Higher Ed
Ashley Wiersma is a doctoral candidate in the department of history at Michigan State University. You can follow her on twitter at @throughthe_veil.