Book contents
- Frontmatter
- Contents
- Preface
- 1 Introduction
- 2 The lecturing mindset
- 3 Old school basics
- 4 General lecturing principles
- 5 At the beginning of the lecture
- 6 Things you should be aware of during the lecture
- 7 Effective tools/tricks to energize your lecture
- 8 Common mistakes that turn good lectures into disasters
- 9 At the end of the lecture
- 10 The art of academic lecturing
- 11 Making lectures come to life through labs
- 12 Lecturing in non-academic contexts
- 13 The mechanics of professional presentations
- 14 Final words
- About the Author
- Index
11 - Making lectures come to life through labs
Published online by Cambridge University Press: 31 January 2011
- Frontmatter
- Contents
- Preface
- 1 Introduction
- 2 The lecturing mindset
- 3 Old school basics
- 4 General lecturing principles
- 5 At the beginning of the lecture
- 6 Things you should be aware of during the lecture
- 7 Effective tools/tricks to energize your lecture
- 8 Common mistakes that turn good lectures into disasters
- 9 At the end of the lecture
- 10 The art of academic lecturing
- 11 Making lectures come to life through labs
- 12 Lecturing in non-academic contexts
- 13 The mechanics of professional presentations
- 14 Final words
- About the Author
- Index
Summary
No matter how effective the lecturer or the lecture, nothing can replace the experience and knowledge gained when an audience member obtains first-hand knowledge through practical experiments and labs. This obviously applies to multi-lecture courses, but can even involve simple in-class experiments conducted during the lecture. No matter how and where these labs/experiments are conducted, they are a unique and essential tool in the teaching process. In this chapter we will take a closer look at how labs should be successfully organized, calibrated to the lecture, and evaluated.
THE POINT OF LABS AND PRACTICAL EXPERIENCE
The clarity and focus that has been repeated throughout this book for lecturers is equally important for labs. The point of labs is to take a somewhat complex concept or idea, simplify it in a way that can be touched and felt, and to allow the students to understand the basis for the idea through hands-on experience.
Occasionally, understanding comes from initial success. However, more often, true and deep understanding comes only after repeated failures. You can be told many times that an electronic device may act a certain way, and you can certainly learn a few things from setting up that circuit in the proper way. However, it is all the circuit forms that are non-functional and all the ways in which common mistakes could be made that will truly have an impact on what you will remember and what you understand.
- Type
- Chapter
- Information
- The Art of LecturingA Practical Guide to Successful University Lectures and Business Presentations, pp. 113 - 120Publisher: Cambridge University PressPrint publication year: 2007