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8/6/2019 PP2-Tips for Teaching
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BODY LANGUAGE
Eye Contact
Make contact with the students by looking at them directly. Divide your eye contact
between the students at your location and the students at the remote sites. Make the
students at the remote site feel that they are part of the class.
Facial Expressions
The face provides many visual cues. Remember, while the students at the local site can pick
up such cues, the students at the remote sites will not if the tracking ring (VTEL rooms only)
is set on wide.When at all possible, avoid wide angle shots where all facial expressions are
reduced or eliminated.
Use a "tight" shot to make sure the students at the remote site(s) can read your facial
expressions.
Posture
Stand straight. Due to IVC technology, the camera accentuates if you slouch. If you stand
behind the IVC lectern use it to hold your notes or presentation materials, do not use it to
"prop" yourself up.
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If you are enthusiastic about the course, your students will be too. Eye contact,
facial expressions, posture and grooming along with your voice will convey your level
of enthusiasm.
Be Enthusiastic
Gesturing
Pay attention to your hands and arms. Are they stiff and at your side? Do your
hands say something and your voice something else? Or are they used to
punctuate your lesson or get a point across?
When addressing students at the remote site, extend your arm towards the
camera as if motioning to someone in the room.
GroomingGood grooming habits are reflected for all to see. Unfortunately so are
unkempt or disheveled appearances.
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People sometimes have mannerisms or nervous habits that they are not
aware of until someone notices and points them out. With IVC, these habits
become more noticeable, since the students focus on the TV monitor where
any unnecessary movement or mannerisms are rather obvious.
Here are some things to avoid doing when teaching in an IVC.
Playing with jewelry
Licking or biting your lips
Constantly adjusting your glasses
Keeping both hands in pant pockets
Popping the top of a pen
Playing with facial hair
Twirling your hair
Jingling change in your pocketLeaning on anything for support
Using too many gestures
Mannerisms and Nervous Habits
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SPEAKING TIPS
Instructors are delivering their course materials not to a local site but to a remote site as well. The only connection
students at the remote site have with other site is the images and
sounds sent to the remote site. The instructor's audio levels becomeseven more important. It is vital that the instructor's voice be clearlyheard and understood at the remote site. Listed below are speaking anddelivery tips for instructors:Make sure everyone in the room can hear you. Project your voice tothe back of the room. Dont make your students strain to hear youspeak.
Even though you may be wearing a microphone, periodically ask theother site if they can hear you.Dont talk to the monitors in the console. This results in "top of thehead" syndrome.Face the audience. Avoid turning your back to the them.Pay attention to your pitch, volume and articulation, tempo and pacing.Avoid speaking in a monotone voice.
Avoid "ah" "um" "and" "huh." They distract the students from thepresentation and make it seem that you are unprepared.Change the speed of speaking to emphasize content.Alternate the pace of your voice. Speaking at different rates for shortperiods of time can add dynamic flow and energy to speech patterns.
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At important key points, slow down. This verbally emphasizes what is being said is
important.
Use pauses for emphasis within statements.
Silence is an exclamation point. Add emphasis and importance to key points of a
presentation by extending a slight pause.Dont read your presentation; use it as an organizer for your class.
Allow enough time for the audience to read and grasp the information on the screen.
Changing the information too quickly will loose the audience.
Don't read from the screen - use the script, cue cards, or slide reductions as reminders of
the points to be covered.
Make sure the notes or comments correlate to the material on the screen.Use a pointer to call attention to a particular part of the transparency or slide.
Using your lesson plans, organize your print based materials and graphics with your
presentation. One suggestion is to number them in the upper right hand corner so if they
get out of order, you can quickly arrange them in the proper order.
Use progressive disclosure. Too much information can be confusing.
When using a document or slide that has too much information, obscure the information
on the bottom to keep people from reading ahead.
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QUESTIONS AND INTRODUCTIONS
Due to the nature of Interactive Video, it is important to engage the
students, especially the remote site students from the beginning of each
class session. One effective way to do this is through questions posed bythe instructor and introducing topics for discussion.At the beginning of each class, ask each site if there are any questions or comments about the previous classmeeting. This is a good way to not only make sure the equipment at both sites is working but to also engage thestudents.Introduce the study unit at the beginning of the class. Let the students know what you are planning to cover duringthe session.
Other Items to ConsiderMemorize the opening statements to get over stage fright.Some people use humor or an amusing anecdote to begin.Establish a question and answer time for the presentation and let the students know when their questions andcomments will be taken. Some individuals like to take questions at the end of a presentation to avoid interruptions.Others like questions asked during the presentation to get an idea of how it is going.
Soliciting ResponsesDevelop a rapport with the students, especially the remote site.Ask students to answer questions specific to the content being covered.Solicit comments and/or opinions from all the students. This lets all the students feel that they are part of the classand it is a good way to foster interactivity between all students.Focus attention on the students, both at the local and remote site and not on yourself. Try to speak to every one at
all sites.
At the End of the Class PeriodAt the end of a class period, provide closure to the presentation.Review whats been covered.Ask if there are any questions or comments about the materials thats been presented.Provide an insight as to what will happen at the next class meeting.Clarify any homework assignments.If there are any changes to your "office hours" let them know at this time.
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LESSON DELIVERY
When teaching in an IVC, it is important for an instructor to consider the delivery modes and methods for a lesson.Listed below are some items to consider before teaching an IVC class:
Class Preparation
An instructor cant come in to an Interactive Video Classroom at the last
minute and expect that a lesson delivered "off the cuff" will work. Due to thetechnology and logistics, an IVC class requires advance preparation for
both the content and visuals.
After the preparation is complete, practice delivering the lesson using the
equipment in the IVC. Tip:Presentations run 30% longer in front of an
audience than when practicing alone.
Engage All Students
Constantly monitor student reactions (or lack of) at all sites. Ask questions
and solicit comments and questions from all sites. Make sure there is
constant interaction between sites and between instructor and students.
Switching Origination Sites
Some instructors like to vary their origination site where the instruction isbeing delivered. This keeps the students on their toes and keeps them from
feeling that they are being "taken for granted." Also, it allows all students to
actually interact in person with the instructor and feel more "part" of the
class.Transitions
Let the students know that your are switching from one topic to another. This is a good time to ask if there are anyquestions or comments from both sides. Aside from being a good instructional practice, transitions allow for interaction
between the sites and let the students at the remote site know that you haven't forgotten about them. Also it is aquick way to make sure the audio is working between sites.
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Let the students know that your are switching fromone topic to another. This is a good time to ask if
there are any questions or comments from bothsides. Aside from being a good instructionalpractice, transitions allow for interaction betweenthe sites and let the students at the remote siteknow that you haven't forgotten about them. Also
it is a quick way to make sure the audio is workingbetween sites.
Transitions
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Questions and introductions also
play an important role in effectively
engaging students.
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Did your Students "Get It"?Anyone can get up before a group of students and speak. The question is "did they learn?"Dont speak to your students at both sites, communicate with them. Create a dialogue with them to make sure theyhave learned and make them comfortable asking questions or making comments. Again, remember interactive andinclusion.
Be YourselfFinally, relax and be yourself. Your students are experiencing the same feeling of being 'on camera' that you are.Dont be someone you aren't. Students can sense it. Develop your own presentation style and incorporate it intoyour IVC course.
If you dont know something, it is okay to say so. Just follow up by saying
you will find the answer and have it for them next class period. If you try to
bluff your way through it, your students will find out, and you will lose
credibility with them.
Self Evaluation - "How'd I do?"
Suggestion: All IVC's have a VHS VCR that can be used to video tape
classroom presentations. Do a dry run of a presentation you will be
delivering and video tape it. When finished, play it back to check your
delivery of the material. Also check you graphics and see how they "will
look" to students who are taking your class.
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QUESTIONS AND INTRODUCTIONS
It is important to engage the students,
especially the remote site students from thebeginning of each class session. One effective
way to do this is through questions posed by
the teacher and introducing topics for
discussion.
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At the beginning of each class, ask the students if there are
any questions or comments about the previous class meeting.
This is a good way to engage the students with the lecture.
(warming up)
Introduce the study unit at the beginning of the class. Let the
students know what you are planning to cover during the
session. (learning objective)
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Some individuals like to takequestions at the end of a
presentation to avoid interruptions.
Others like questions asked duringthe presentation to get an idea of
how it is going.
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Other Items to Consider
Memorize the opening statements to get overstage fright.
Some people use humor or an amusinganecdote to begin.
Establish a question and answer time for thepresentation and let the students know whentheir questions and comments will be taken.
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Soliciting Responses
Develop a rapport with the students,especially the remote site.Ask students to answer questions specific
to the content being covered.Solicit comments and/or opinions from allthe students. This lets all the studentsfeel that they are part of the class and it
is a good way to foster interactivitybetween all students.
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,
and not on yourself. Try to speak to every one at all sites.
At the End of the Class Period
At the end of a class period, provide closure to the
presentation.
Review whats been covered.
Ask if there are any questions or comments about the
materials thats been presented.
Provide an insight as to what will happen at the next
class meeting.
Clarify any homework assignments.
If there are any changes to your "office hours" let them
know at this time.
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PRE-LISTENING TASK
Whats the purpose of the
listening task?
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1.HOW DOESSHE START HER CLASS?
2.ARE THE STUDENTS SEATS DULYARRANGED ?
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