1. 中山醫學大學教學高階課程 中山醫學大學教學高階課程 How can I do in a large class ？ 講演者：溫明麗國立台灣師範大學教授 http://web.ed.ntnu.edu.tw/~t04008 時間： 2006/12/02 （週六） 09:30-11:30

2. Look and think at the your plan, before teaching Does it make sense? Does it make sense? Have you built in time for questions? Have you built in time for questions? Have you make your points clear? Have you make your points clear? have you given it enough time to produce positive outcomes? have you given it enough time to produce positive outcomes? Ask your fellows to check with you. Ask your fellows to check with you.

3. Preparing to Teach Think about beginnings and endings. Think about beginnings and endings. Does your lesson plan have a good hook? Does your lesson plan have a good hook? Inspiring Motivation: How can you effectively bring your students' attention to today's topic? Inspiring Motivation: How can you effectively bring your students' attention to today's topic? Think about how you will end the class. Think about how you will end the class. How do you summarize what has been covered and learned? How do you summarize what has been covered and learned?

4. How do I make a lesson plan? What new knowledge should they have gained ? What new knowledge should they have gained ? What new skills will they have acquired ? What new skills will they have acquired ? Lay out a sequence of activities which will lead you to your goals. Lay out a sequence of activities which will lead you to your goals. Put a timeline on each component of your plan. 教學計畫表.doc Put a timeline on each component of your plan. 教學計畫表.doc 教學計畫表.doc 教學計畫表.doc

5. Teaching Principles Talk, don't lecture. Talk, don't lecture. Talk slowly and tell stories. Talk slowly and tell stories. Personalize the course content. Personalize the course content. Keep in mind the interests and abilities of your students. Keep in mind the interests and abilities of your students. Do not ask "Any questions?" Do not ask "Any questions?" Creating an Intimate Climate in Large Classes. Creating an Intimate Climate in Large Classes.

6. Incorporate your teaching philosophy into your plan to create your own style If you believe in active learning, do not plan a full period nonstop lecture. If you believe in active learning, do not plan a full period nonstop lecture. Plan opportunities for students to demonstrate that they understand and can apply what you have attempted to teach them. Plan opportunities for students to demonstrate that they understand and can apply what you have attempted to teach them.

7. Personalize the Course Content Demonstrate and talk about your own enthusiasm or experiences for the course material, and how it effects you personally. Demonstrate and talk about your own enthusiasm or experiences for the course material, and how it effects you personally. Look for ways to connect the material to the lives of your students and to meet students ’ understanding. Look for ways to connect the material to the lives of your students and to meet students ’ understanding.

8. Encourage students to be active & interested Think of questions you can ask about the material that make students think about the subject matter. Think of questions you can ask about the material that make students think about the subject matter. Create a "need to know" - ask yourself - why would a student need to know this? Create a "need to know" - ask yourself - why would a student need to know this? This helps you think about material in terms of its relevance to students' lives. This helps you think about material in terms of its relevance to students' lives.

9. Keeping students’ attention Use current event articles, editorials from local newspapers, or examples from your own life that illustrate your points. Use current event articles, editorials from local newspapers, or examples from your own life that illustrate your points. Gear students talking: Solicit these examples from your students, and collect them in a file. Gear students talking: Solicit these examples from your students, and collect them in a file. Listen well & encourage students to challenge you (sharing your power with students and build up a mutual-trust climate in the class.) Listen well & encourage students to challenge you (sharing your power with students and build up a mutual-trust climate in the class.)

10. How to Open to Questions? 不要和學生打模糊戰 When you cover an important concept, do not ask "Any questions?" Instead, say "O.K., someone up in the last two rows, ask me a question about this concept." This tells your class you want questions, and you will get them one way or another. When you cover an important concept, do not ask "Any questions?" Instead, say "O.K., someone up in the last two rows, ask me a question about this concept." This tells your class you want questions, and you will get them one way or another.

11. Asking Questions & Inviting Talking Why is that happening? Why is that happening? How do you know this? How do you know this? Show me... ? Show me... ? Can you give me an example of that? Can you give me an example of that? What evidence is there to support what you are saying? What evidence is there to support what you are saying?

12. Questioning viewpoints and perspectives What alternative ways of looking at this are there? What alternative ways of looking at this are there? Why it is... necessary? Why it is... necessary? Who benefits from this? Who benefits from this? What is the difference between... and...? What is the difference between... and...?

13. Questions about the question What was the point of asking that question? What was the point of asking that question? Why do you think I asked this question? Why do you think I asked this question?

14. What are some good ways to facilitate a discussion? Students must feel comfortable talking to each other. Students must feel comfortable talking to each other. Is it possible to create a circle or a semi- circle ? Is it possible to create a circle or a semi- circle ? Establish criteria for a good discussion at the beginning of the course. Spend a few minutes letting the students generate these criteria themselves. Establish criteria for a good discussion at the beginning of the course. Spend a few minutes letting the students generate these criteria themselves. Make your students responsible for bringing good issues for discussion to class. Make your students responsible for bringing good issues for discussion to class.

15. Criteria for good discussions Allow enough time for discussion. Allow enough time for discussion. Take some time for warm-up, reflection, and maximum input. Take some time for warm-up, reflection, and maximum input. Give students time to respond. Give students time to respond. Go around the room and let every student comment. Go around the room and let every student comment. Tell the students in advance what the discussion topics will be. Tell the students in advance what the discussion topics will be.

16. Inspiring a Mood for Discussion If you want students to talk, look at them. If you want students to talk, look at them. Invite challenges to your ideas. Invite challenges to your ideas. Ask questions throughout the lecture. Ask questions throughout the lecture. Pause in the lecture after making a major point. Pause in the lecture after making a major point. Ask students what they see before you tell them what you see. Ask students what they see before you tell them what you see. Conduct the class as a case discussion rather than as a lecture. Conduct the class as a case discussion rather than as a lecture.

17. Classroom Management & interaction Remember Students' Names. Remember Students' Names. Establish productive classroom dialogues. Establish productive classroom dialogues. Make a plan for discussion. Make a plan for discussion. Deal with disruptive behavior in the classroom. Deal with disruptive behavior in the classroom. Create an ideal speech situation. Create an ideal speech situation. Propose a good question. Propose a good question.