Friday, April 3, 2020



Instead, think carefully about your learning goals for each class session. And, think about which portions of your lecture class are best suited for video format.


Once you’ve settled on a learning goal you think is well-suited for a short video, the first step is to do an online search to see if someone else has already made an excellent short video on the topic. There’s absolutely no need to reinvent the wheel. If you want to introduce a concept and there is a highly produced, scientifically accurate video freely available online, by all means, use that one.

(For example, I have created18 videos for teaching race and racism, and you may find some of these useful instead of creating your own video that explains the种族和民族之间的差异或者是什么racial formation theoryis.)


How to make own videos for teaching

Making videos for teaching can be fun, although making high-quality videos takes a lot of time. I took over a year to make those 18 videos, and I had a lot of help. Here are a few simple steps to follow to make your videos.

Step 1: Write a script.

Step 2: Decide on the media for each sentence.
Look at each sentence in your script and decide on the best way to convey that sentence. There are at least four possibilities: 1) live-action; 2) still images; 3) slides with words; and 4) pre-recorded videos.

Our brains use two primary channels to take in information – audio and visual. We can use both channels simultaneously but can only take in input on one type of channel at a time. Both listening to and reading words are on the audio channel. So, we can listen to audio and look at an image. But, we can’t listen to audio and read words at the same time. Thus, if you show words on the screen, use the same ones you are speaking, and keep the words minimal.


I use PowerPoint for my story boards, but you should use whatever technology is easiest for you. Some people like to use Excel sheets for story boards, for example.

Photo by Andrea Piacquadio from Pexels

Step 4: Start with still images.
There are tons of free images available on sites likepexels,unsplash, andFlickr的。You can also find historical images in wikicommons. Try to find images that add value to what you are saying. If you are talking about emotional bonds, for example, you can show a photo of a mother and child. The image reinforces the message. Look at each sentence and decide if it can be conveyed using an image.

Step 5: Add in one or two pre-recorded videos

Your slides with just words on them should be minimal. But, if there is a definition, concept, sentence, or figure students need to see, include a slide with that concept.

Example of a slide that includes a definition and an image.

Live-action involves you speaking. When students see your face, it creates a human connection. So, having some live-action is useful. It can be a good idea to include some live-action at the beginning or in those places where you can’t find an image that works well.

As should be clear, making good videos takes a lot of thought and time. So, only make videos for your classes if you have determined you really need them. Otherwise, use alternative methods of conveying information.


How To Avoid Spending All of Your Time Teaching: Seven Tips for Efficient Teaching

Do you spend all of your time teaching?


我 - 教学 - 在我第一年任期轨道上!

In a recent岗位我解释说,我花了一周约六小时为每个类我教做准备。作为一个警告,我会说这个数字是瞎猜,和小时数取决于类。

当我教研究生研讨会时,我通常have to spend about four hours reading the book I assigned, another two hours taking notes on it, and another hour writing out discussion questions and reading students’ responses. In graduate seminars, I usually spend about five to ten minutes at the beginning of the class laying out the importance of the book to the field and then we spend the rest of the class engaging in discussion. Typically, I ask one student to lead class discussion each week.

When I teach an undergraduate class, the weekly readings usually only take me two hours or less, and I spend more time on grading and preparing PowerPoint slides. For undergraduate classes, I usually spend about 15 minutes of an hour-long class lecturing, and use the rest of the time for discussion and in-class activities.




If your research is on race, offer to teach a graduate seminar on race. When choosing the books, choose those texts you are grappling with in your own work. A graduate seminar should have the classics, of course, but students also need to be familiar with cutting-edge work in your field, and they will benefit immensely with hearing you talk about how you are engaging new ideas in your own work.


Tip #3: Keep lectures to a minimum.
I hope that all of your classes are not 300-student lectures – where lecturing may be the only option. However, if you have 60 students or less in the room, you should be able to engage students in discussion. For a 50-minute class, I usually lecture for about ten to fifteen minutes. I use this time to make it clear to students what topics they need to be paying attention to and what I hope to accomplish during the class period. Then, I move into discussion and group activities.


In my first job, I was given a teaching schedule of 8am to 10am on Mondays, Wednesdays, and Fridays. I taught at those times for the first year, and then asked to change. Over time, I have realized that the ideal teaching time for me is in the afternoon and that I prefer to teach my classes in three-hour blocks. Thus, I ask for this schedule, and, thus far, have been able to make a case for it.

Tip #5: Set aside specific times for class preparation and stick to them.
This semester, I am fortunate to have only one class that I teach on Wednesday afternoons. I read for class on Monday and Tuesday evenings. I prepare my PowerPoint slides from 10am to noon on Wednesdays, and finalize my notes and grade short papers between 2pm and 3pm when class starts. I use Thursday office hours to respond to student inquiries and to deal with other things related to teaching. Since I know I have time set aside for each of these activities, I rarely think about class outside of those times.

Tip #6: Engage the students in discussion from the first day of class.
As I said above, I rarely lecture, and when I do, my lectures are short. Once I have finished conveying information to students, I ask them a series of questions. My class preparation thus involves preparing a short lecture, and then preparing a list of questions to ask students. I go through the questions, asking them one by one. Sometimes it becomes clear that I need to clarify certain points, so I may move back into a brief lecture. Other times students may take class in a direction I had not anticipated, so I try and bring them around. Either way, a discussion-based class is more engaging and requires less preparation than preparing and practicing an hour-long lecture.

Grading is another area that can be very field-specific. However, most fields allow for the use of rubrics to grade papers. I assign two five-page papers in each of my 45-student undergraduate classes, and use rubrics to grade them. The rubrics are straightforward and allow me to communicate effectively with students what points they are getting and what points they are missing. That way, I do not have to write extensive comments on their papers.

In fact, unless you are a language teacher, you should not line-edit your students’ work. And, even if you are a language teacher, this指南explains that you should only line-edit the first 20 percent and then let students do the rest of the editing themselves.

有你有它 - 我7个技巧是一个更有效的教师。

虽然读者经常要求这个职位,我已经等了很久,因为它似乎有点忌讳建议我们尝试和减少的时间,我们花的教学量,写出来,在部分。bepaly安卓客户端我们毕竟是教授!在另一方面,我应该说,我一直得到很高评价的教学和学生的定期,他们学到了很多在我的课传达给我。在我最新的一组学生的评价,我的教学成绩平均为6.7人出来7.学生评价是教学成功的只有一个指标 - 但我想我会与大家分享,作为进一步的证据,你不必花40小时每星期为一个类准备这个类是成功的。

我认识到,这些技巧可能是最适合的人在与我相似的情况 - 在一个大的公共机构在社会科学教学。不过,我想,任何教授会发现至少其中的一些建议帮助。

Let me know what works for you in your quest to be an effective and efficient teacher.