3.3 Clarity of Explanation
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The first piece of advice here is to try not to do too much explaining in class. This may sound a little strange but it is all too easy to be drawn into the trap of giving mini-lectures rather than facilitating learning. However, there are times when your students will look to you to help in clarifying points or linking class discussions and course work with related lectures.
In giving a clear explanation you should start from where your learners are. You may choose to summarise "what we know already" or indeed ask one of the students to do this task for the group. There are four quick tips to help structure your explanation:
- Structure what you say so that you have a clear beginning, middle and ending;
- Signpost your explanation to make the structure clear to everybody;
- Stress key points; and
- Make links to the learners' interests and current understanding. You can do the latter through the use of thoughtful examples, by drawing comparisons and by using analogy.
"All too often students come to class unprepared, sometimes without even having read the question. Thus, reading the question before getting into the answer can be very important. One of the greatest skills is to succeed in making relatively unprepared students understand, and take an interest in the questions at hand, without compromising the level of the explanation offered or delaying the progress of the class." One class teacher goes round the class each week to check who has attempted that week's problem set. Students only need to hand in two pieces of work per term for tutor marking. However he finds that by doing the round weekly, most students do the exercises in advance most weeks, and will be candid (and generally give convincing explanations) when for some reason they have not been able to do the work.
"I try to think of really good examples to illustrate the main points I want to make. If you can find something current from the papers or the news then you are often onto a winner - I like to bring along the paper and hand it round the group. I thought about asking the group to bring in their own examples too and I might try this next year."