I am a newer nurse educator and in the spring will be teaching RN students, they will be in the last course before RN graduation. I am looking for all things you like or dislike about listening to classroom theory. Specifically, what really helps you learn or retain info? What irritates you? What are some attributes of your favorite teachers?
If it matters, I will be teaching the units on shock/trauma, endocrine, diabetes, neuro, and blood/immunology. My lecture periods are 4 hours long, 2 days/week.
- My best professors have always been ... the ones who don't use powerpoint. They give significantly (100X) better lectures and foster significantly more learning than those that use powerpoint. Even if you don't read from the powerpoint - it's just a lazy way to run a lecture. It's a crutch, and it allows you to cram way too much material into "one class."
Very interesting. On the occasions where I did not have my PP (due to technical difficulties) I thought the students were going to tar and feather me!! Today's student (in general) has become so dependant on them!
Of course, OTOH, it all depends on how you utilize the PP. In the old days (lol) my insteructors have us outlines. I try to use PPs as an enhanced outline; a way to keep structured. But of course, the PP-depedant students complain that i don't put enough on the slides, and they have to write way too much (imagine having no PP at all, and writing down everything... )
Specializes in Cath Lab & Interventional Radiology.
Be organized.
It is helpful to upload videos or websites that are relevant, but choose wisely. I had an instructor who would make a link titled "information to expand your knowledge" for each unit. Helpful-yes- however she would link 8-12 videos & 20+ webpages for us to check out in addition to reading. Students do not have time to sift through all of that in addition to hundreds of pages of reading. Pick out a few REALLY GOOD items.
Be very upfront and specific about expectations
Make Lecture interesting with stories and fun ways to remember the content.
No Group Work- It just wastes time & doesn't really enhance learning at all (personal preference)
Breaks are a good idea, especially with a 4 hour lecture!
When used properly, power points are very helpful. There is a delicate balance between too much & not enough information. Personally, I love the instructors who sell their lecture packet in the bookstore. This is convenient & eliminates the need for weekly printing. Some of the information is listed, but there is a lot of blank spaces with charts etc that needs to be filled in.
Worksheets seem to be helpful. Our instructor gives them to us the week prior to lecture. This helps the student make sure they focus on the right information when reading. This really helps pull the information together, and really seems to enhance lecture because everyone is on the "same page" :) Since everyone completes the worksheets prior to class, we have a lot of classroom discussion about the material, and breaks up the stagnant reading off powerpoint lecture.
Just my two cents. The fact that you are asking for input is a step in the right direction. Good luck to you!
-Make it fun! We have one instructor that uses all kinds of games to teach us things. I have yet to forget anything she taught in those or struggle with her test questions.
-Ditto the group work. There are usually only 2-3 people who actually do the work. The others just go along for the ride!
-Add voice recordings to your powerpoints so the students can review them later!
Ask clear, thought provoking questions. Expect answers. I taught H.S. science at one time, and now I'm in a BSN program. I have a teacher who tries to engage the class, and I quite often have to say, "Ok, what are you asking us?" It's an art.
Limit busy work, and if you're going to utilize group activities then make sure they're focused and monitored. Too many of the kids in class like to do nothing but use them as social sessions. If you have students give presentations in class then for Pete's sake have them speak up! Too many students mumble.
Also, limit the idiots who try to tell about their family's history of diseases. There's no point to this. You know what I'm talking about, and it's an irritant to everyone in class including the instructor. It's typically the kind of thing a sock and a bar of soap would fix, but we dont' get to bunk with our classmates.
Also, bless you, TooterIA, for teaching interesting material and not nursing process, etc.
ReinventingMyselfAgain, MSN, RN
1,954 Posts
Very interesting. On the occasions where I did not have my PP (due to technical difficulties) I thought the students were going to tar and feather me!! Today's student (in general) has become so dependant on them!
Of course, OTOH, it all depends on how you utilize the PP. In the old days (lol) my insteructors have us outlines. I try to use PPs as an enhanced outline; a way to keep structured. But of course, the PP-depedant students complain that i don't put enough on the slides, and they have to write way too much (imagine having no PP at all, and writing down everything...
)