In the workshops, the workshop idea as we run them is that you are out and about and amongst the students all the time in those groups, seeing what’s going on in the groups, seeing how they’re answering their questions. They have set questions on sheets that they work through in groups and the groups of three just get one set. They’re all working on them together and you’re moving in and out and around among the groups and seeing how they’re going. In that circumstance you can quickly, having looked at three or four of your eight different groups, figure out where a particular issue woul
In the lecture theatre the best strategy there, where you’re confronted by all the constraints of the lecture theatre, is to stop and do stuff with the students, walk around amongst them, see what they’re actually doing... And out of that you might go back and address some aspect of it and revisit it or something like that or you might point them to some tools to use to work out some other aspect. So in the lecture theatre it’s very much for me a case of stopping and going and seeing what they’re doing and if you don’t then clearly you don’t know.
I changed my method of teaching to be a team-based learning approach where in fact as teams they are responsible to each other within the team for their level of engagement or for what they put into that team and if they don’t put in what the team thinks is useful then they get marked on that, their peers mark them on how much they’re contributing to the team’s goals. So rather than me as the educator saying you need to do this and you need to do that, in fact the system is such that as a team they’re responsible for a certain outcome and the team must achieve that outcome and so they need
We all spend a certain amount of our class time going through definitions and jargon and getting students up to speed with the basic area and now that’s material which I take out of the class and put online and let students read and understand that in their own time before they come to the class.
And it’s so essential, if you are in the middle of a discipline, to have a really well developed sense of what your colleagues around you are teaching, so that you can make connections.
I find it [teaching] enjoyable, and I think that if you’re enjoying teaching something then your passion and desire and enjoyment gets transmitted to the students. It’s not necessarily easy to teach, but it’s satisfying and generally we want to inspire them to increase their level of intrinsic motivation to want to continue to study chemistry.
It now does come down to the quality of the presentation in terms of what you put on the PowerPoint I suppose, cos we all use PowerPoint. But I try most lectures to switch that off and use the visualiser and write things down by hand, where I can see that something is missing on the PowerPoint, or if I think the students haven’t got a particular message, don’t understand a reaction, don’t know about a mechanism. I’m happy to stop, go to the visualiser and write it down at the correct sort of pace, by which they can actually write it down themselves.
I think we’ve all sat in lectures and gone, that was dreadful, so we learned quite a lot from understanding how not to do it as well as how actually to do it. And of course the key is preparation and organisation..... whenever I go into a class knowing that I am beautifully organised, that gives you that extra confidence to project and to present, and you come away with that feeling that you know that the class has gone well and you’ve got the information across to the students in the way that you wanted.
Many years ago, lecturers only had one style, you know they just wrote on the blackboard, actual blackboard with chalk. That was the only style. They just talked...
I started lecturing before I did my Diploma of Education and I would have recommended to all of the lecturers to do it because it really helped me in my teaching. Mind you, I already had a bit of experience, I don’t know, you know, the chicken or the egg type thing.
