Questions and answers

At a recent seminar on this topic the following questions were asked of the presenting panel of four top teachers. Their answers may help you:

Q: What triggers the desire to learn more about teaching?

• Reflection, exposure, feedback from other Academics during the peer feedback process used for promotion.

• I feel it should be compulsory to attend five lectures given by another Academic.

• It comes from students questions and understanding what is confusing from their eyes, then finding new ways of teaching this.

• Using 'Peer Squares' where all four lecturers go to each others lectures and use this observation to reflect on your own teaching.

Q: Planning and preparation is important. How long do you spend on this?

• Four hours from the Textbook.

• Depends if it is the first or second time delivering the lecture. Also if it is supported 'closely' by the textbook or not. I would spend more time on the framework, not the content.

• I spend more preparation time when the lecture is new, than when it is repeated. Prepare 3 possible questions I may be asked today, when it's over, don't move on before reflecting - how did it go, what can I do better. In a different environment it will feel different.

• Make reflection notes on your notes for editing later.

Q: Do you ever feel nervous that you are not covering enough information ? - I have 40 slides to show.

• In a standard lecture slot you can't deliver that amount of slides. So I ask myself what can I present out of those slides, in an interesting way, so that students will go away and learn more.

• Inspire them by doing a small amount better. I would deliver no more than six slides in my lecture.

Q: The amount of information to be covered which the student has to know for final assessment can be difficult to get across. How do you deal with this?

• Cover this in the 'learning objectives' in the student handbook. In the course notes identify learning objectives and then in the lecture, cover what you will tell them and tell them what else they need to learn on their own.

• Often there are tutorial or practice sessions where students can ask you to cover missed content or to go over content.

• Use a 'pre quiz', perhaps through Cecil. This allows for self diagnosis of where learning is at for the student.

Q: How do I learn and upskill in the use of technology?

• Familiarise yourself with the electronic lecterns and see what resources are available through the Learning Environment Support Unit.

Q: I get nervous, how do you handle this?

• Sit with the lights down and an image showing on the screen. Discuss this and then put the lights up when you are comfortable.

• An introvent works so hard at being extrovert, it is exhausting! Remember ... it's all an act!