Innovative teaching methods vs the traditional university lecture
The above link is a BBC write-up comparing traditional lecture based classrooms and newer innovative styles. I found value in this short article as it painted a comparison with benefits to each side, not just an argument for innovation. It describes that although traditional lectures carry the connotation of being dull, this is more properly accredited to the teacher, not the method. We've all had lecturers we've enjoyed, and those that were monotone and dull. An enthusiastic teacher can bring the lecture hall alive, clarifying complex topics, and providing experience based teaching. It also describes how in a technology filled life, some students prefer this method away from devices. In the end, it is suggested that the traditional lecture should at least incorporate some degree of novelty and technology to invigorate the senses and improve student engagement. It suggests the use of videos, although I've been incorporating videos, demonstrations, small case studies with class involvement for years, and always considered this still to be traditional lecturing. Collaboration it is noted is the next step, and it also mentions classroom architecture as a roadblock. Very true. I am often assigned the classic amphitheater style lecture hall, with small swivel up desktops. Clearly this classroom did not have student collaboration in mind, and indeed makes me think I should work to avoid this room! Many other high-tech rooms have immovable desks with hardwired plug-ins on each, which although an innovative approach to encourage technology, does nothing to encourage collaboration - unless using technological platforms, but I would argue there is something to be said for in-person interaction out from behind a computer screen. The best group work I've done was teaching in a regular classroom with regular moveable desks, where instead of teaching pre-hospital documentation by lecture, student collaboration was used. The students were given sample paramedic calls, a documentation manual, and then taught themselves and each other in small groups, and then audited forms of another group with different call information to further their understanding. This reflection has made me consider requesting the traditional "low-key" classroom for more classes, where it will be easier to incorporate more diverse learning opportunities. Ideas are whirling...
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AuthorI teach Paramedicine at Cambrian College, in Sudbury, Ontario. I also continue to work as a paramedic, and ride bikes. This is my third semester in the PME program, and I look forward to learning with everyone! Archives
March 2017
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