Part 2 of Professor Brenda Orazietti’s video talking about how she engages students in her large classes:
Number five, I let the students have some control as to what goes on in the classroom, for example, many of them had approached me at the beginning of September asking me to record their the lectures and being new to the faculty and trying to figure out all the technology and just how to turn on all the equipment and work everything I was little overwhelmed but I agreed and I learned how to do lecture capture so for both courses since it was a student request and it seemed to be important to them I decided to do lecture capture for every single lecture and they were very pleased with that. I was also, I also asked the students at what point in the lecture do they want a break in the material, when do they need to stretch and for how long do they feel they need a little break and I also make myself available at that time before lecture at break and after lecture if students want to discuss issues about the course
Bullet number six, I use storytelling a fair amount due to my vast amount of experience. I have 23 years of nursing experience and I still practice nursing. I am a neuro critical care nurse with University Health Network Toronto Western Hospital but I have also worked as a nurse in critical care in most of the GTA hospitals and have also taught nursing in almost all facilities across the GTA. So I have a wealth of experiences and a lot of stories up my sleeve and I try to use it appropriately the storytelling to bring home a very important and dynamic point and it helps resonate, helps them to learn because it’s a real life story about something really serious and it’s genuine and it’s something that I would have experienced firsthand. So it’s not like I want to tell stories all day long verses deliver content but you try and use it intermittently and when you really feel it it’s applicable. So it could be very boring and monotonous too if that’s all you do is story tell and how you tell the story is important as well as to whether or not there is any value in it. So I’ve gotten feedback that the students really have enjoyed how I link stories that I have shared with them. They’ll come up to me and tell me that was an awesome lecture today or the story told was just amazing, thanks for sharing that.
Seven, I would ask them if they have any questions so it’s, you need to pause intermittently throughout your lectures and allow them to have their questions answered. They have a voice and they may have something to either add or share or they may not understand something and also allow periods for reflection after serious topic may have been discussed or you pose a question to them let them have a think moment. So intermittently throughout the lecture I may often or I may once a week have a think break where they reflect on their thoughts about a topic or a dilemma or a question I pose back to them.
Number eight, I value experiential learning. The lectures that I teach link to a clinical component so as the course director there are clinical nursing faculty that take the students into the hospital environment or facilities to practice their learning. So advice had been given by Dr. Leslie B. to link the theoretical to the clinical each week and this has been a very beneficial strategy in other words each week when the students come in I give them the opportunity throughout the lecture to share with us their experiences and how the lecture content has helped them to provide better care or appropriate care in the practical environment which is usually a hospital acute care setting and this can also generate very good conversation. It’s a platform to help them understand how important what their learning really is, maybe validate what’s right what’s wrong and that their course is very valued as well.