What I think should be done is listed here:
1-Reduce the amount of material given to students, thus allowing time for more important topics to be taught.
2-Teaching the material a slower pace and not rushing through lessons because so much of a given subject MUST be taught by such and such a date. Ridiculous!
3-Making available more after school tutoring given by professional tutors and not so-called tutors. I see a lot of this on the internet as well. The other day, I read through a reply from a "tutor" to a student asking for help with a perimeter question. The "tutor" responded to the question as an area problem. See my point? There is BIG difference between perimeter and area in the world of geometry.
However, I want to read your reply. Should lectures be removed from class?
Answers:
I've been teaching for the last three years in the military where we have to "learn" how to teach before we can take the podium. I have found that although lecturing is personally my least favorite method of teaching, I think it works the same as with any other method. Everyone learns differently. I start out with a lecture, then I have some form of demonstration/example, then I use some form of practical exercise or hands-on if applicable. I even use one on one when time permits. This way, I can be adaptable to all of my students different learning styles.
However, I have had some classes where I can tell the majority of the students are not responding to the lecture, so I will, again, adapt my teaching style to their needs.
My concern specifically with lecture is that if you ever get into learning about basic conversational skills, you find people will tune you out after a certain period of time. Making a lecture too long will almost ensure this.
In the end, whether lecture stays or goes, it really doesn't matter; teaching is about teaching the student, not the material. If the student understands what they are learning, it doesn't matter what style you use.
BORING! I'm sorry - but lectures are boring. Your basic 1-2-3 items are good but you need to involve your students more. Math can be boring and in order to make it real and authentic, you need to first tell the kids why your course is a good thing to learn and how it will help them in their lives. Then you need to give examples.
During teaching ask pointed questions. Allow the students to get up and go to the board -- give them each a different problem to do and then have them explain it to everyone in the class. In this way you are involving them in instruction and you also get the chance to quickly assess if they are getting your concept.
Thanks for letting me give my opinion.
I agree with James J about adapting the lecture to students and their learning needs. I couple things I would want to try working into a lecture...
1) no more than 20 consecutive minutes of speaking
2) break students into small groups to discuss a question; then choose a group or 2 to report back to class
3) If using PPT, throw in question slides now and again, to gauge if the students are understanding the concepts
At the same time, we have to be on guard against class sessions becoming entertainment...students still have a responsibility for their own learning.
The problem is nearly every major piece of research on the subject clearly state that lecturing has a 5% retention rate
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