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How To Plan A Lesson
How To Plan A Lesson
How To Plan A Lesson
June 2009
This tip-sheet provides ideas and opinions for motivating students and stimulating interest in a
subject, as raised by RMIT lecturers who discussed their teaching experiences as part of the
Course Experience Survey (CES) Analysis Project (http://www.rmit.edu.au/teaching/CESanalysis).
The CES explores students’ perceptions of the motivational aspects of a course through two items:
• Item 9: ‘The teaching staff in this course motivate me to do my best work’
• Item 17: ‘The teaching staff work hard to make this course interesting’
In discussions of these items with RMIT staff, many lecturers noted that one of the ways in which
they tried to motivate students was by engaging them – and then maintaining that engagement, by
making the course interesting.
Most lecturers used a range of methods designed to make their courses more interesting for
students and to motivate students. Some of these are summarised below.
What are lecturers doing to motivate their students and make their
courses interesting?
Currency of information
“Students in our courses appreciate the fact that teaching staff are actively involved
with policy making in the industry, and make a major contribution to materials and
resources for professionals in the field. For students, there is an immediacy which
comes from seeing the integration of research outcomes, largely informed by staff
work, into the resources they study. This is enhanced by staff members with recent
industry experience, who can share stories of their experiences in the field. It is
quite motivating for students to know that the material they are learning was
developed by members of staff in partnership with industry.”
• Ensure that examples and case studies are up-to-date and reflect current practices,
standards and issues, so that students can better relate to and understand them and can
develop a proper understanding of what will be required of them in their future employment.
• Maintain and demonstrate connections between teaching staff and industry bodies.
Students have been seen to gain great confidence in their learning from the knowledge that
those teaching and overseeing the course are closely involved with the development of
standards and practice within the industry.
The ‘Good teaching tip-sheets’ provide a brief summary of findings from interviews
conducted with RMIT lecturers from 44 courses who discussed their teaching
experiences as part of the CES Analysis Project.
Participants were asked about changes they had made to their course, and their
motivations for doing so, and also about the ways in which they addressed the
Good Teaching Survey (GTS) items most highly correlated with good teaching.
For full reports, documentation and related services, visit the project website at
http://www.rmit.edu.au/teaching/CESanalysis.