Lectures are the most common teaching method in many study programs at CBS; and yet a very challenging one. The lecture as a teaching method is basically characterized by unidirectional communication, from lecturer to students. This is also why it is challenging, since studies have shown that student concentration during lectures drop dramatically after about 20 minutes.
Basic suggestions for keeping students awake:
- Grab student’s attention in your opening
- Talk to individuals
- Be aware of your tempo, your voice and your body
- Keep an eye on students' reactions
Lecturing & Presentations, by CBS Teaching & Learning
Senior staff at CBS gives recommendations on how to improve your lecturing.
10 Tips to lecturers at CBS, by CBS Teaching & Learning
Senior staff at CBS gives 10 recommendations on how to improve your lecturing.
"Lecturing", by Center for Teaching, Vanderbilt University
An online compilation of lecturing resources ranging from the basics to the use of effective visuals and how to create interactive lectures.
Chapter 4.1.: Lectures, from Rienecker, Stray Jørgensen, Dolin and Ingerslev, (ed.): University Teaching and Learning, Samfundslitteratur 2015
The book presents a wide range of issues and topics within university teaching.
The consequences of mass education and narrow budgets are that more teaching at universities takes place as large class teaching. The ideal concept for good university teaching is based on individual or small group learning. For many teachers at CBS it seems like the only solution to this challenge is lecturing. But you can organize group work in large classes, you can have a dialogue and you can have student presentations. To have these activities in a large class setting requires preparation, structuring, organization and might involve use of learning technologies.
Clickers & ResponseWare A response system created for whole-class interaction & increased student engagement
Project work and thesis writing is an important and substantial student activity at CBS’ study programs. To support this activity CBS offers supervision to students on their project work.
At the very start of the supervision, clarification of expectations is important for the students and for the supervisor. In project work the students are the ones to set the agenda. That is why the role of the supervisor can differ a lot from the role of the teacher in a class.
Here we distinguish between to different models of supervision, the teaching model, which is a continuation of the traditional teacher-pupil relationship, where the teacher has the ability and knowledge, and the pupil is there to be taught, and the partnership model, where you are closer to a symmetrical relationship.Another important issue in supervision is the feedback you give on the texts produced by the students. There are many models for feedback and you can find some in the resources mentioned below.
The following chapters from:
Rienecker, Stray Jørgensen, Dolin and Ingerslev, (ed.): University Teaching and Learning, Samfundslitteratur 2015:
- 5.1. Wichmann Hansen, G and Wirenfeldt Jensen, T: Process management and communication
- 5.2. Rienecker, L and Stray Jørgensen, P: Text in supervision – supervising on texts.
- An online writing tool that allows for easy sharing and simultaneous editing of documents, spreadsheets and presentations.
- An online communication tool that allows you to connect with students wherever, whenever.
- An online tool for communicating with a group with video, voice and messages while also being able to share documents, files and pictures.