Part 2 of the video of Professor Rebecca Jubis talking about what makes a good lecture and the characteristics of a good lecturer.
Whenever I introduce a new concept, very often introduce a lot of different examples to try to clarify it and very often before I even bring up a concept I’ll say to them now I dare to bet that what I am about to talk about now is something that has happened to you. You have experienced this. You don’t maybe know there’s a name for it but let’s just see if, if it happened to you and suddenly now you’re making that, the course and the content about them, about their life and their experiences. So you’re kinda hooking them into this, making them feeling part, you know a part of that content, and when you have something that you can relate to, your personal life, now it has meaning, now that is something that you are going to remember. One thing that I often do, you know, is talk about personal experiences. Often classes that large you’ve got chitter chatter going on in the class and I’ll say something like let me tell you about a personal example, something that happened to me, well, in my first few years at university and immediately quiet, and you could hear a pin drop because they like to hear that. Again it’s a real-life relatable experience. Another thing is you want to make things fun and is fun going to necessarily mean a higher grade? No, but hopefully fun is going to make them want to come to class and into engage them more, to make the experience a much more positive one. Um, one thing that I started doing this year for the first time is play music videos before class and during the break. Just kinda giving that little burst of energy. I started trying to find songs that relate specifically to the topic at hand and then I just thought, to heck with that, let’s get some catchy music, something that’s current, something that they love and you know my Friday afternoon class will come into the class, coming, dance around. You can just see them really enjoying it and getting into it and they tell me, “We love that, that you do this.”
YouTube videos, little clips, this is something new I’ve done this year as well, where they’re meant to be a learning tool in some cases but in other cases just something to you know maybe to be fun or funny and I make sure to keep them short. So you know I’ll post on Moodle, video, give the title, hopefully get a title that’s going to kinda be of interest to them and actually indicate the length of the video. It’s only 3, 4 minutes long so they’ll more likely take a peek and things for instance that I put up, there’s a new simulator that’s out there that tries to stimulate auditory hallucinations in schizophrenics. So short little three-minute clip you know, put, you know, inside a schizophrenics head and you know hopefully get them to, to take a peek at something like that. Other examples are, you know, a picture’s worth a thousand words well a video’s worth 2000 words so that when we’re talking about things like in Social Psychology bystander effect, why people don’t help in certain situations, I’ll put little video clips up, research that’s been done, where they’ve actually staged these kind of scenarios, where people, students can actually see how people behave. This really does happen out there. It’s not just something in a textbook and in addition to that of course little demonstrations in class, memory tests, mini versions of personality tests where they can actually get their score and see how they performed and just you know little things to draw them in, make them part of the lecture.