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Teaching From The Podium...How To Be Effective
Author: Curtis Solberg
History
Introduction
Perhaps I was asked to present this part of the
Faculty Teaching and Learning Seminar because of my Olympian perspective.
Yes, soon my tenure at SBCC as a resident fly on the wall will
have reached four decades, as I remember a human cavalcade of
hundreds of people occupying the podium at SBCC with varying degrees
of success. My additional service as a Faculty Advisor, providing
academic counseling to 50 students per semester, has made me privy
to students' confidential insights about their teachers. The result
has been a cumulative portrait of what seems to work well in the
traditional classroom setting. Below is an assemblage of characteristics
I have gleaned from my colleagues, their students and my own experiences.
Fundamental to my personal view is the sober recognition
of the university's essentially conservative nature. What is expected
of our transfer students differs little from the college mission
during the l950s when I was an undergraduate-namely, to do well.
At least in the liberal arts, the emphasis is still on the student's
ability to read, write and listen critically. Hence, a modified
lecture format continues to be the most efficient means to communicate
information to large student groups of 35 to l50.
Learning Objectives
Lesson Goal
Familiarize the reader with proper podium technique.
Learning Objectives
- Learn the three Cs of refined podium style
(content, coherent organization and clarity of expression.
- Learn four pedagogical considerations of proper
podium style.
Discover
| Read | Explore
| Apply | Measure
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