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ut” earlier with the means to reenter the flow of information.
. Value the ending: The conclusion of the lecture is vital to its total impact; often, due to the recency
effect, the conclusion will be remembered best. Use it well. Never rush in the last quarter of the
class to say quickly all of the essential points. It is better to reserve the time needed to effectively
summarize, even if students are left to expand a few of the main points on their own.
IN ADDITION TO LECTURE
DISCUSSIONS
Discussions have limited value in introductory courses for several reasons. Classes are frequently too large
for their effective use; extroverts in the front rows may carry on a lively dialogue while their peers at the rear
call up their favorite daydreams. In addition, discussions can be a “pooling of ignorance” because students
may not have read the assigned material in the text and may lack the background necessary to contribute to
a meaningful discussion. Despite these considerations, students benefit from, and enjoy, sharing their ideas
and experiences. The goal is to make that sharing educationally beneficial. Here are some suggestions:
. Make your intention clear to the students by saying “Let’s talk about how you feel when you’ve
been punished—when your parents criticize you or you get a ticket for a traffic violation,” or
“What do you think influences our self-esteem?