Dear Dr. Joanna Gocłowska-Bolek , the most important thing for effective teaching learning environment can be achieved through clear and deep understanding of 1) Who are the students? 2) What do I want students to be able to do? 3) How will I measure students’ abilities?

Yes, lectures are particularly good for presenting up-to-date information, summarizing material, adapting material to the background and interests of a particular group of students, and focusing on key concepts, principles, or ideas (McKeachie and Svinicki, 2014). But, new advancements in understanding about memory, motivation, and learning indicate a need to rethink how to organize and deliver a lecture.

Research shows that information is more easily learned when it is linked to what one already knows. Thus the lecture needs to build a bridge between students' knowledge base and the new material or subject matter of the lecture (McKeachie and Svinicki, 2014). The following are some suggestions as to how to do this:

• Find out what your students already know by collecting information, asking questions, etc.
• As you introduce new topics, start with a review of the material that came before and show how the new content is connected to or builds on it.
• Use examples that are relevant to your students' experiences.
• Order the subtopics in a meaningful sequence, using good transitions and ample metaphors, examples, demonstrations, or other relevant illustrations.
• Make the lecture structure transparent by planning a good introduction.
• Use slides or the board for key points.
• Make sure your conclusion or summary ties the important information together.

One of the biggest barriers to an effective lecture is presenting too much material for a given class. An easy trap to fall into is overloading students' information processing capacity to the extent that they become frustrated and give up. Students learn more and better if fewer points are presented. So it is essential to think carefully about what you can reasonably address in the time allotted.

USING ACTIVE LEARNING IN LECTURING

Students learn more effectively when they are actively engaged than when they passively receive information (Mc-Glynn, 2001). Following are some ways to incorporate active learning into your lecture (Davis, 1993). For additional strategies, see the section on group learning.

Beginning of class

• Use groups: Have students form groups (pairs or trios) at the beginning of class and give them time to discuss material, solve a problem, or raise a question to be discussed during the class.
• Brainstorm: Pose an open-ended question to the class at the beginning of a lecture and ask students to brainstorm. Write students' ideas on the board or on an overhead. Refer to these ideas later in the lecture. You can combine or group related ideas and provide major conclusions, or allow students to do this.
• Post problems: Ask students to raise questions they may have at the start of the hour. Write these on the board. Alternatively, you can invite students to e-mail questions to you about readings ahead of time. These questions can be assembled and distributed at the beginning of the period. As you lecture, indicate any questions that are being addressed.

Middle of class

• Pause: Divide your lecture into two 20-minute (or three 15-minute) periods of lecturing followed by a two-minute pause where students can work in pairs to compare and rework their notes. Students might also use a pause to answer a question or solve a problem with a partner. This is a good time for students to address any questions posed earlier and posted on the board.
• Student experts: Have students become experts on key points throughout the semester. Students can be responsible for a small part of a lecture where their “key point” is featured.
• Take a vote: Make a statement based on the lecture content and ask students for a show of hands if they agree, disagree, or don't know. A discussion of why may follow.

End of class

• Assign a one-minute paper: At the end of the lecture, students can be asked to write a one-minute paper summarizing the main points of the lecture, the most important point of the lecture, or perhaps the most unclear point. You can collect these and use them as a guide to how well information was presented and what information needs clarification.
• Hold a discussion: Periodically cut your lecture short. Use the last 20-25 minutes of class time for informal discussion.

Article Interactive teaching methods in contemporary higher education

http://www.washington.edu/teaching/teaching-resources/preparing-to-teach/designing-your-course-and-syllabus/

http://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-in-specific-contexts/lecture-based-classes

Make your lecture memorable via making learning fun, use humor, encourage participation, attractive professional packaging, creativity, and well design handouts

Dear Dr. Joanna Gocłowska-Bolek , the most important thing for effective teaching learning environment can be achieved through clear and deep understanding of 1) Who are the students? 2) What do I want students to be able to do? 3) How will I measure students’ abilities?

Yes, lectures are particularly good for presenting up-to-date information, summarizing material, adapting material to the background and interests of a particular group of students, and focusing on key concepts, principles, or ideas (McKeachie and Svinicki, 2014). But, new advancements in understanding about memory, motivation, and learning indicate a need to rethink how to organize and deliver a lecture.

Research shows that information is more easily learned when it is linked to what one already knows. Thus the lecture needs to build a bridge between students' knowledge base and the new material or subject matter of the lecture (McKeachie and Svinicki, 2014). The following are some suggestions as to how to do this:

• Find out what your students already know by collecting information, asking questions, etc.
• As you introduce new topics, start with a review of the material that came before and show how the new content is connected to or builds on it.
• Use examples that are relevant to your students' experiences.
• Order the subtopics in a meaningful sequence, using good transitions and ample metaphors, examples, demonstrations, or other relevant illustrations.
• Make the lecture structure transparent by planning a good introduction.
• Use slides or the board for key points.
• Make sure your conclusion or summary ties the important information together.

One of the biggest barriers to an effective lecture is presenting too much material for a given class. An easy trap to fall into is overloading students' information processing capacity to the extent that they become frustrated and give up. Students learn more and better if fewer points are presented. So it is essential to think carefully about what you can reasonably address in the time allotted.

USING ACTIVE LEARNING IN LECTURING

Students learn more effectively when they are actively engaged than when they passively receive information (Mc-Glynn, 2001). Following are some ways to incorporate active learning into your lecture (Davis, 1993). For additional strategies, see the section on group learning.

Beginning of class

• Use groups: Have students form groups (pairs or trios) at the beginning of class and give them time to discuss material, solve a problem, or raise a question to be discussed during the class.
• Brainstorm: Pose an open-ended question to the class at the beginning of a lecture and ask students to brainstorm. Write students' ideas on the board or on an overhead. Refer to these ideas later in the lecture. You can combine or group related ideas and provide major conclusions, or allow students to do this.
• Post problems: Ask students to raise questions they may have at the start of the hour. Write these on the board. Alternatively, you can invite students to e-mail questions to you about readings ahead of time. These questions can be assembled and distributed at the beginning of the period. As you lecture, indicate any questions that are being addressed.

Middle of class

• Pause: Divide your lecture into two 20-minute (or three 15-minute) periods of lecturing followed by a two-minute pause where students can work in pairs to compare and rework their notes. Students might also use a pause to answer a question or solve a problem with a partner. This is a good time for students to address any questions posed earlier and posted on the board.
• Student experts: Have students become experts on key points throughout the semester. Students can be responsible for a small part of a lecture where their “key point” is featured.
• Take a vote: Make a statement based on the lecture content and ask students for a show of hands if they agree, disagree, or don't know. A discussion of why may follow.

End of class

• Assign a one-minute paper: At the end of the lecture, students can be asked to write a one-minute paper summarizing the main points of the lecture, the most important point of the lecture, or perhaps the most unclear point. You can collect these and use them as a guide to how well information was presented and what information needs clarification.
• Hold a discussion: Periodically cut your lecture short. Use the last 20-25 minutes of class time for informal discussion.

Article Interactive teaching methods in contemporary higher education

http://www.washington.edu/teaching/teaching-resources/preparing-to-teach/designing-your-course-and-syllabus/

http://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-in-specific-contexts/lecture-based-classes

It should be full of motivated things and should be productive.student should be listen it with great enthusiasam and interest.

If a teacher links his/her lecture with:

1. Ongoing developmental activities in the surroundings

2. Development already completed but still visible to the students

3. Important Events in the recent past or

4. Teacher narrate his/her own story related to the topic.

That lecture will make place in student' mind and will be easy for a teacher to explain different concepts.

Duration of such discussion may be 10 to 15 minutes. If the discussion/story is more than 15 minutes, students will lose attention.

It will also be better to give a chance to the students to ask questions related to previous students.

Or

A teacher may ask questions selected from previous lecturer.

After this Q&A session a teacher should give a very brief summary of previous lecturer/ topic.

This is what I am doing, and I think it is good.

Again, duration of this opening session is important (10 -15 minutes).

more practical aspect and less theory

Lecture duration in our set up is of 60 minutes and interactive style is much appreciated where students do think and participate in the learning process in comparison to standing still and through a speech of words on screen.

There are many alternative offers. But the system suffers on time shortage, stress and lack of academic assistence (for group work). Therefore in the mass university the practical solution often goes to the lecture - of course, broken up with phases of discussion and answering questions.

Thank you all, dear Collegues, for your helpful comments and opinions.

Dear Joanna,

it will depend upon type of subject whether it is mathematical or theoretical or application oriented.

In application oriented subject, one may follow case study approach. In theoretical subject, one may have mix of lecture and case study. While in mathematical subject one has to have lectures followed by practice sessions.

Regards

Ashok Pundir

Dear Joanna,

Interactive and interaction lectures are better than traditional ones. As we live with modern technology, it is easier to integrate innovative ways in your teaching methods. The most obstacle problem is that we have a lot of duties like research and teaching different topics. However, we should adapt such conditions. Moreover, I agree with Ashok and Hein.

Regards

Alaa El Din

Good question and useful answers, and regarding to me, I prefer interactive teaching programs that the students are involved in the teaching process.

I certainly feel more innovative methods should be employed, using all the technology available but also encouraging different assessment methods-where possible.

A teacher may ask questions selected from previous lecturer.

After this Q&A session a teacher should give a very brief summary of previous lecturer/ topic.

This is what I am doing, and I think it is good.

Again, duration of this opening session is important (10 -15 minutes).

Beemnet Mengesha Kassahun provided a good answer. Amir

Most of us agree that the new generation of students is difficult to motivate to learn and to gain knowledge in the traditional ways we used to do in the past. The student must have sufficient motivation, whether internally or externally, for study and cognitive curiosity to achieve the learning sought by teachers, parents and the educational system as a whole. The successful teacher is therefore someone who tries to develop himself and improve his class. Therefore, he will need some ideas in motivating students and encouraging them to love science and learning, such as encouraging teamwork,create a safe environment, create an atmosphere of honest competition, and raise student awareness of responsibility.

I perfectly agree with Prof. Isam. This generation of students have lot of assets for drawing up knowledge especially through digital technologies. Our task now is to MOTIVATE, coach, supervise and direct our learners to discover knowledge. Our approach today must be directed more towards an active and student participatory approaches. Granted, we must sparingly implement the traditional lecture method in cases where it requires. Thank you for asking this very relevant question. Best regards

A university faculty must make himself fully updated with the present education scenario and should try to bridge the gap between the student and the faculty. If it would be followed than even a traditional lecture could benefit a lot.

Is a 90-minute lecture still the most popular form of conducting classes for students?

In our academy 80--minute lecture without interval.

The Information and Communication Technology has made many innovations in the field of teaching and also made a drastic change from the old paradigm of teaching and learning. Nowadays there is democratization of knowledge and the role of the teacher is changing to that of a facilitator. We need to have interactive teaching and this changing role of education is inevitable with introduction of multimedia technology and the spawning of a technologically-savvy generation of youths.

Joanna,

Please also have a look at these useful RG links.

https://www.researchgate.net/post/What_is_innovative_teaching

https://www.researchgate.net/post/What_in_your_view_is_an_innovative_teaching_method

https://www.researchgate.net/publication/261724864_Flipping_the_Classroom_in_Higher_Education_A_Design-Based_Research_Study_to_Develop_a_Flipped_Classroom_Framework

Article Flip Classroom: An Innovative Way of Teaching to Excel Learning

Good luck!

Rapid changes of modern world have caused the Higher Education System to face a great variety of challenges. Therefore, training more eager, thoughtful individuals in interdisciplinary fields is required (1). Thus, research and exploration to figure out useful and effective teaching and learning methods are one of the most important necessities of educational systems (2); Professors have a determining role in training such people in the mentioned field (3). A university is a place where new ideas germinate; roots strike and grow tall and sturdy. It is a unique space, which covers the entire universe of knowledge. It is a place where creative minds converge, interact with each other and construct visions of new realities. Established notions of truth are challenged in the pursuit of knowledge. To be able to do all this, getting help from experienced teachers can be very useful and effective.

Given the education quality, attention to students’ education as a main product that is expected from education quality system is of much greater demand in comparison to the past. There has always been emphasis on equal attention to research and teaching quality and establishing a bond between these two before making any decision; however, studies show that the already given attention to research in universities does not meet the educational quality requirements.

Attention to this task in higher education is considered as a major one, so in their instruction, educators must pay attention to learners and learning approach; along with these two factors, the educators should move forward to attain new teaching approaches. In the traditional system, instruction was teacher-centered and the students’ needs and interests were not considered. This is when students’ instruction must change into a method in which their needs are considered and as a result of the mentioned method active behavior change occurs in them (4). Moreover, a large number of graduated students especially bachelor holders do not feel ready enough to work in their related fields (5). Being dissatisfied with the status quo at any academic institution and then making decision to improve it require much research and assistance from the experts and pioneers of that institute. Giving the aforementioned are necessary, especially in present community of Iran; it seems that no qualitative study has ever been carried out in this area drawing on in-depth reports of recognized university faculties; therefore, in the present study the new global student-centered methods are firstly studied and to explore the ideas of experienced university faculties, some class observations and interviews were done. Then, efficient teaching method and its barriers and requirements were investigated because the faculty ideas about teaching method could be itemized just through a qualitative study.

The development and innovations of the form of conducting classes must be related with students and their peers in the classroom, receiving immediate feedback on the effectiveness of their gestures.  Students will be videotaped in class for their own study.  When appropriate, the videos may be viewed during the class to aid instruction.  .

agree with @ Beemnet Mengesha Kassahun

regards

Interesting question

Following

Hi Joanna,

I believe it's an interesting question. My institution occassionally offers study abroad courses in conjunction with other universities. The students are expected to write a substantial paper about the experience as well as participate in various cultural events, observe tour sites, and so forth. So, instead of lecture, they are immersed in a month-long visit to some region overseas where they have no choice but to experience it first-hand.

For my classroom, I don't lecture very often. I've found that by allowing the students to have some input, giving them assigned materials/chapters to present each session, and having interactive assignments that they oversee, their interest level and grades seem to both be a little better. For instance, at the beginning of the semester, I may ask what they would prefer to do -- "we can have a weekly debate where you're split into groups, you can write a 35 page paper throughout the duration of the semester, or you can complete and lead the discussion one case study each week -- your choice." It's always interesting to not only hear their decision, but to also watch how the students decide the outcome.

Have a great day!

--Adrian

Good question. Student centred approach, cooperative learning method, group discussion methods are best methods along with real and practical examples to lecture in the class.

I teach Public Administration to under-graduate students. There are many ways to make the lecture interesting (social sciences). Some are:

• Linking the concept to the real life situation
• Allowing exchange of ideas, views and opinions
• Periodic discussions in the class
• Projects based on actual situation - if elections are going on then analyse the situation, analyse policies etc.
• Use of games and exercises to make the concepts clear to the students. being inter-active they take part in a holistic manner. In my honours class I keep one day for such activities and brain teasers.
• Taking them to the websites - Parliament etc - when teaching such topics. Use of ICTs
• Industrial visits for honours class
• Having mail contact with the students and exchange of advanced material in case they want to have deeper understanding
• Giving them links of relevant programmes on TV channels
• I also inform them about the happenings - Like if there are elections going on then ask them to see news and analysis and then discuss the next day
• Asking them to search for and providing them links of outside sources of knowledge
• Having a formal yet informal approach inside the class
• Having a wall magazine and asking the students to display latest articles etc. on the wall magazine
• Conducting workshops on important topics - leadership, life-skills etc.
• Being the friend, philosopher and guide of the students
• Keeping up to date in the subject
• Having general discussions on social issues

There maybe many more ways depending on the stream and discipline.

I have absolutely no experience of teaching as I was working in an industrial R&D centre. Please treat the following suggestion from my side as a contribution from a person, who has no knowledge / experience in the subject concerned. It would be something like an Accountant invited to participate in a Brain-Storming session, where the problem is related to hard core organic chemistry. Here the person is expected to look at the problem from an all together different perspective and come out with suggestion.

What about trying something like Role Reversal method in teaching, where the student teaches and the teacher sits among the students.

The methodology would be dividing the course into parts and a group of students are requested to learn a particular part, come prepared and then teach that assigned part to the other students, wherein the teacher takes a seat among the students and contribute when needed.

This suggestion is based on the principle that teaching is the ultimate test of knowledge in a particular subject. I personally believe that, until and unless you are absolutely clear in the subject, you cannot teach. Thus the process is expected to motivate the students towards learning, impart sense of responsibility etc. Such a system should also promote group-learning.

Such a method must have already been tried in some corner of the globe. I have no knowledge about it. Experts in pedagogy may please comment.

Innivation in teaching comes from a teacher who constantly tries to improve his/her teaching, who creates new methods and improvises in class. There is no such thing as a list of innovative methods. In the moment these methods are published they are no longer innovative, but established. So: use the methods you knwoi and you can find, but make the your own and start to experiment and improvise. Some experiments will fail, but you can learn from them.

Thank you so much, dear RG collegues, for your valuable answers and comments!

Following

Dear Joanna,

I suggest to use ICTs in virtual environment if it is available to program special crosswords in e-learning system (Vytautas Magnus University use "Moodle"). As well some online surveys and tests during the class that students could answer using their smart phones or laptops.

Another option to try gamification if there is possibility to use computer classes like learn playing "Tiny Oaks" game. "Tiny Oaks" is a 3D game-based learning game is used for social services training in order to provide realistic practice scenarios for students and practitioners in a simulated environment. More information You may find: http://www.digital-bridges.eu/

Furthermore, if there is no option to work in computer class You can suggests for students to prepare group presentations as innovative way using creativity and present some gamification tools by creating a special "imaginary" mobile application for a specific company to increase communication between different departments or strengthen employees motivation. Using theory, ICTs and practical examples students will try to solve real problems.

Sincerely,

Jūratė Kuklytė

I agree with Dr Vibha Sharma opinion.

Move from projects to Project Based Learning.