on the chalkboard while lecturing.ĭisclaimer: Some of these points may seem obvious and there are legitimate reasons to ignore any one them. Many of the points below are directed at instructors who use the chalkboard to derive formulas or solve math problems but many apply equally to instructors who write names, concepts, theories, dates, etc. And one sure way to lessen its value is poor board work. If an instructor’s lesson includes episodes of lecture when material is presented on the chalkboard (and lectures in small doses can be very effective), the instructor needs to ensure that activity has value. Students learn when they’re creating and challenging their own understandings and ways of thinking, especially in collaboration with their peers. Instructors need to think hard about how to create opportunities for active learning in their classes. What do suppose the students have in their notebooks? (Image: The University of Waterloo School of Architecture by Jason Paris on flickr CC-BY.) (I’ll use “chalkboard” – some people call it the “blackboard.” These tips apply to using whiteboards, too.) The sobering part is, the best-laid plans of the instructor are irrelevant if students can’t read the chalkboard. I often forget about the basics, though, like how to use the lav mic, managing the classroom, and (the subject of this post) how to write on the chalkboard. We talk about the design of the course, what active learning techniques to use, things like that. I work with a lot of instructors, many of them teaching for the first time.
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