There are a number of changes you could introduce to your lectures to stimulate student's engagement and interaction. I refer you to my article, "What makes a great lecture?" https://ac.els-cdn.com/S1607551X0970049X/1-s2.0-S1607551X0970049X-main.pdf?_tid=cf9d3db0-cbe0-11e7-a045-00000aab0f26&acdnat=1510955387_96dec143614f24296bfdaf5eddc208fc

Having said that you could also turn 20% of your lectures to "a flipped lecture". However, you will need to attend a training workshop before introducing this change. http://nursing.madridge.com/workshop.php

I do this, in part, by explaining to then WHY I am giving them the assignments I am. Not just what the outcome of the assignment should be, but how is the assignment beneficial to their overall knowledge, ability, etc. Why does it help them learn? How does it benefit them?

When I first state a question, I ask my students, "Why is this an important question?" I don't proceed to answer the question until I have gotten at least some discussion on why the question is significant. When students see the value of a question, they are much better inclined to pay attention to its solution.

Xiaodong Lin outlined set of higher level principles that can help teacher

to develop a balance between two important approch supportive for metacognition.

These includes

(a) strategy training and

(b) creation of a supportive social environment for

metacognition

These principles serve as guidlines and ecompass:

• Provide frequent opportunities for students to self-assess what they know and do not

know;

• Help students articulate their own thinking;

• Foster a shared understanding of the goals for metacognitive activities;

• Develop knowledge of the self-as-learner with respect to one’s role in a specific culture.

Dear all,

Thank you so much for sharing your valuable thoughts with me on this. In the process, I also came across two articles (please see the attachments) that clearly describe different strategies to integrate metacognitive skills in our teaching-learning environments.

Thanks again

Noushad

What are the most important modern strategies and teaching methods that help learners to understand and maintain mathematics subjects according to the international standards of the American Association of Mathematics Teachers? ?

The lecture should not last more than 10-15 minutes and should have pauses for discussion to student questions. The rest of the class meeting should be activities in which students apply or evaluate the new information they have receives from the lecture, textbook, etc.

Nov 17, 2017 - What are the different ways to stimulate metacognitive skills in a lecture session? Modern day changes in curricula ask for student-centered ...

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