New to teaching
New to teaching
I am not familiar with setting out learning outcomes as a lecturer. My only connection has been as a student, so this is new to me. I can see myself achieving the learning outcomes from this unit because that involves learning exactly what I need to do as a lecturer. I am not at all tempted to ignore the learning outcomes. I want to know what is expected of me, how I can achieve it and how it will be assessed so that I can take time to challenge myself and reflect on my learning. I believe that most other students on this module may have similar ideas in this respect.
I believe the most important feature of a good lecture is when the lecturer is passionate and excited about their subject. Lectures should be able to relate in some way to the students’ life (using examples) and take account of prior experiences. A good lecture should leave students with an appetite for more and an interest in finding out something for themselves. It should cover the most important points that students need to know and place emphasis on key points to take away. The lecture should be interesting, well planned and easy to follow. It is important for a lecturer to be in control of the learning situation. Students who are unruly or disruptive can be dealt with in a variety of ways but must always be treated with respect. This shows students that there can be difficult circumstances which can be overcome but that respect for others is an important lesson to learn which can be used to diffuse awkward situations. Lectures should be structured but also allow interaction through questions allowing the lecturer to gauge understanding and clarify misconceptions and to ensure the learning outcomes are achieved.
A learning outcome is what a student is expected to know, understand or be able to do after they have had some instruction or learning experience. I believe that asking questions makes students reflect on what they already know and how they know that. By developing critical thinking skills, and evaluating, they can challenge common assumptions and beliefs and possibly come to a different conclusion or see how their thinking has been influenced.
Evaluation should be an on-going process. Feedback can come in many forms and be formal or informal. It can also be incidental, not something you planned, expected to happen or hear. My evaluations come from the students I teach, from my lecturer colleagues and also from my own reflections. They can be collected in face to face situations, by electronic means, i.e. email, discussion boards or in informal chatting highlighting how they perceive my teaching ability or presentation skills. I can collect information on my performance as a teacher and as a facilitator, on my students’ performances in assessments and on the module delivery as a whole. The information is used to focus on strengths and weaknesses through reflection on past performances and is used to influence and improve future performances or make changes where appropriate.
At present, I am not aware of potential barriers for students with disabilities in the design of this module. There are several ways to include students who have particular needs and after assessment, these could be implemented if required. The module has been organised to ensure all students have the required access and assistance they require. However, if a need arises, students can be referred to the appropriate people for help. Gifted or talented students are sometimes left to get on by themselves because they seem capable but they also need assistance, encouragement and guidance