Blog Entry #3

This week the reading covered the different teaching styles that we could use in our classes. The McKeachie book covered reading materials, classroom discussion, and lectures.

The first chapter covered reading as active learning. I thought the idea of using quizes or assignments to assure that the students are reading the material is a good thing to do. Honestly, when I was an undergrad, I very rarely read from the textbooks unless it was absolutely required to do an assignment or it would be covered on the test and the teacher didn't have time to talk about it. There is always a textbook on whatever topic is being discussed in class.

• I could have the students write down important information that they got from the text that I didn't cover. It seems like it would be nice to put a question on the test that had something to do with letting them write an essay on something that they thought was important from the book that I didn't put on the test.
• Science texts can be a little dry, so it is difficult for students to "carry on an active dialog" with a book that can barely keep them interested.
• I would probably use scientific journals as a source of written knowledge for the students. Not only is it very important for conveying the information, but it also is pretty handy when it comes to learning how to find knowledge on your own. This is important for students looking at attending Grad. School, but not for lower level undergraduates.

The next chapter in McKeachie covered facilitating discussion in the classroom to increase the amount that students retain from the subject matter. While this is a very good manner of teaching it can be very difficult when you are attempting to provide facts that rarely have an opportunity for opinion. Sure I could ask a student how they feel about the Kreb's Cycle, but the answer I would get is usually more of a loathing than anything else.

• I think that the techniques for resolving conflicts in discussion sessions is helpful. For the most part I would avoid discussions that can cause such outbursts altogether. Most of the time these are not biologically relevant sides anyways.
• I would most likely add discussion to a class when the actual lecturing is over and we want to review the material before the test. Mini reviews can be thrown in at random time to reinforce important topics from previous classes.

The next chapter covered lectures as a teaching method. I never really knew before taking this class and reading these book just how horrible lecturing was. The book does have some redeeming qualities that it listed which were helpful.

• Keeping lectures focused on a small amount of material is good, especially if the topics are difficult to grasp. It is better to cover the big things in depth in class and let the students read about the minor topics on their own. Lectures are good times to cover intricacies.
• Keeping the students attentive to your lecture is very important, but the book is incorrect that you can gain such things by saying, "This will be on the test." From the teaching experience I have had before, I have seen this fail. The specific epithet for humans was written on the board and it was told to the students that it would be on the test. One third of the students got that question wrong on the exam.
• I will make sure to look at the students facial expressions when I do start teaching. While it can be deceptive at times this can also suggest times to go through material at a different pace.

There is a good web site made by the University of Medicine and Dentistry of New Jersey Center for Teaching Excellence that has links to several papers on effective lecturing. There are several different styles there that I will likely draw from when I need to make a lecture.