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marianeumann
marianeumann
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Lecture technique for first-year students

The instructor builds questions to the introduced material and answers them, prompts questions from the students and
encourages them to find the answers themselves by using https://edusharky.com/ and prompts them to answer them in the course of the lesson.
The teacher asks the students questions and answers them, and encourages them to find answers themselves.
To manage the students' thinking in a problem dialogic lecture, the problem and information questions compiled by the teacher in advance are used
questions.
With a combination of problem and information questions the teacher can take into account and develop the individual characteristics of each student.
The requirements for questions in a problematic lecture are as follows:
- the question reflects the result of the previous
thought analysis of the problem solution conditions resorting to https://edusharky.com/buy-college-papers-online well as separating the understandable from the incomprehensible, the known from the unknown;
- the teacher points out the searched problem situation and the area of searching for the unknown (for example, the method of analysis of problem solution conditions, which is unknown to students yet,
problem solution etc.)
- the unknown is put in the structural place of the purpose of students' cognitive activity.
of students' cognitive activity and therefore
turns out to be a factor of managing this activity;
- questions should be a means of involving students in dialogic communication, in joint thought activity with the teacher in finding a solution to a cognitive problem.
Problem lectures provide future specialists with creative mastering of the principles and regularities of the studied science, activate academic and cognitive activity of students, their independent
auditory and extracurricular work on mastering https://edusharky.com/write-my-research-paper also assimilation of knowledge and
application of knowledge in practice.
A traditional university lecture has always been accompanied by a visual demonstration of certain provisions,
presented by the lecturer. Visualization, as psychological and pedagogical research has shown, contributes to
a better understanding and more solid memorization
As psychological and pedagogical researches have shown, illustrativeness promotes better comprehension and memorization of the educational material.
This has led to a qualitatively new form - drawings, diagrams, graphs, video.
This led to the appearance of a qualitatively new type of lecture -
visualization in which the main accent is made on the visual perception of information, which allows increasing the volume of transmitted information at the expense of its
systematization, concentration and selection of the most
systematization, concentration and selection of the most significant elements of messages.

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Some advantages of distance learning for students
How the educational program is organized
What functions does the lecture perform?

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