The learning environment is posing a unique challenge to the health lecturer and raising the bar on expectations. Increasing number of dental, medical and nursing students requires a rethinking of strategy. More specialization in career requires better and deeper understanding of content. There is a call for implementation of new learning methods that makes it easier to understand concepts.
Lecturing today requires a great deal of interactive learning in line with the new curriculum. Students are learning in smaller groups and require that their enthusiasm be maintained in all ways possible. Laptops, tablet computers and PDAs have also been introduced changing the paradigm of learning. This requires lecturers to abandon old learning models and adopt the interactive, self-paced and customized options.
There are increasing limitations on the number of hours that students can spend in lectures every week. The aim is to eliminate passive learning approaches and replace it with participatory methods that are more productive during practice. This is eliminating the traditional lecturing model. It should be acknowledged that not all lecturers are unproductive.
Lecturers should understand that they are not there to read notes to the students. The session should be compared to a dance where the student and the lecturer participate. There is transmission of energy between the two parties. This energy is given and received in form of words, content and how it is delivered. The exchange and consequent reaction becomes an inspiration to the other party. The student must see the possibility of transformation through a single lecture.
The physical presence of a lecturer means more than the information that can be read out of a book or through online modules. Listening to a life and physical lecture should be more valuable in life and career of a student. The learner should feel more inspired and begin to create new imaginations. Concepts should be easier to understand than when they are read out of a book.
The purpose of a lecture is not only to deliver information. If this were the case, students can read books on their own or listen to an electronic copy. The heart and mind of the lecturer are at work and seek to find synchrony with the heart and mind of the learner. The enthusiasm displayed by lecturers is picked and exhibited by learners. A learner should be in a position to see his or her future through the lecture.
The result of a successful lecture should not be confined to passing examination, getting good grades and the resulting certificate. It should be the source of new connections, imaginations and questions in life. It should shape and make clearer the careers and lives of the students.
A story format is the best way to achieve success when lecturing. The concepts that form the story are a beginning, a body and a conclusion. The lecture begins by eliciting questions, suspense and curiosity in the student. The lecture then endeavors to find an answer or quell the curiosity.
A health lecturer will be successful if he or she is delighted and enthusiastic about the session. This feeling will be transferred to the learner and the session will fulfill their expectations. It is a productive session where a learner asks an unexpected question. The enthusiasm created makes the discipline infectious from lecturers to students and then to work places.
Lecturing today requires a great deal of interactive learning in line with the new curriculum. Students are learning in smaller groups and require that their enthusiasm be maintained in all ways possible. Laptops, tablet computers and PDAs have also been introduced changing the paradigm of learning. This requires lecturers to abandon old learning models and adopt the interactive, self-paced and customized options.
There are increasing limitations on the number of hours that students can spend in lectures every week. The aim is to eliminate passive learning approaches and replace it with participatory methods that are more productive during practice. This is eliminating the traditional lecturing model. It should be acknowledged that not all lecturers are unproductive.
Lecturers should understand that they are not there to read notes to the students. The session should be compared to a dance where the student and the lecturer participate. There is transmission of energy between the two parties. This energy is given and received in form of words, content and how it is delivered. The exchange and consequent reaction becomes an inspiration to the other party. The student must see the possibility of transformation through a single lecture.
The physical presence of a lecturer means more than the information that can be read out of a book or through online modules. Listening to a life and physical lecture should be more valuable in life and career of a student. The learner should feel more inspired and begin to create new imaginations. Concepts should be easier to understand than when they are read out of a book.
The purpose of a lecture is not only to deliver information. If this were the case, students can read books on their own or listen to an electronic copy. The heart and mind of the lecturer are at work and seek to find synchrony with the heart and mind of the learner. The enthusiasm displayed by lecturers is picked and exhibited by learners. A learner should be in a position to see his or her future through the lecture.
The result of a successful lecture should not be confined to passing examination, getting good grades and the resulting certificate. It should be the source of new connections, imaginations and questions in life. It should shape and make clearer the careers and lives of the students.
A story format is the best way to achieve success when lecturing. The concepts that form the story are a beginning, a body and a conclusion. The lecture begins by eliciting questions, suspense and curiosity in the student. The lecture then endeavors to find an answer or quell the curiosity.
A health lecturer will be successful if he or she is delighted and enthusiastic about the session. This feeling will be transferred to the learner and the session will fulfill their expectations. It is a productive session where a learner asks an unexpected question. The enthusiasm created makes the discipline infectious from lecturers to students and then to work places.
No comments:
Post a Comment