VU Handout is a long-standing method of delivering instruction. It is not ideal in some conditions or situations and maybe not appropriate in others. Here we’ll discuss the weaknesses and also strengths of VU Handouts and other active techniques of VU learning that can easily be used while engage VU students while using VU Handouts. Long-standing VU Handouts are best for the following:
Present current information:
There is always a gap between previous research results that are already published and current research results. So VU Handouts is good for filling up this gap.
Material summarization:
VU Handouts provide students not only to understand course content but also to provide a gateway or platform to understand the whole matter with a greater whole.
Provide Focusing material on a particular area of interest or topic:
With the interest and background of a particular study group of students of VU, VU Handouts indicates in a good manner how course contents are made fit.
Relaying key ideas, principles, or concepts:
By adopting this approach, VU learners become aware that what is less important in VU. This kind of simple and short VU notes can provide help students review the key points in the context and form of VU student activity or discussion.
Help in Building interest:
If a teacher or speaker of VU is passionate about a specific topic, that would prove to be new to the audience, then this Handout can be a better way to motivate the interests of the audience. Suppose, you may remember an introductory presentation or keynote that you have seen at a conference in VU.
VU Handouts are not excellent for:
In fostering active learning or education:
VU Students become able to have the opportunity to respond to or engage with VU course material. The main aim is not just to transfer information, but also to develop skills in VU students. One can add active learning techniques of VU to the traditional style of lecturing. Lecturing techniques don’t provide help to stimulate active learning, the following traits of active learning do not help:
- Help to stimulate higher order of thinking skills for VU students
- Help to engage VU learners
- in developing VU learner’s skills
- Exploring VU student values or attitudes.
How to make your VU Handouts More Active:
Asking the VU students makes a lecture more active, what they think or already know about the content of VU that is to be delivered.
VU Questionnaire section at beginning of VU lecture:
While introducing a new important topic, have a questionnaire section at the beginning of the VU course, at the start of a new lesson or unit to know about what students’ priory know about the topic to be delivered. This provides a preview of prior knowledge of the material of VU to be discussed. It highlights key information to the students of VU that are to be studied. In this way, the VU instructor or tutor also gets a starting point from where VU the topic is to be started.
Use clickers or signs to get the opinions of the VU students related to the issue question.
Focused on VU listing:
What VU learner’s recall about a specific VU topic is determined in this topic, this also includes the concepts they associate with the central idea. It can be used during VU Handouts, before or after. VU Students can mention the keywords related to the VU topic at the top of the page. They need some time from two to three minutes while understand important terms of that specific VU topic. This will help them to clarify their understanding of the VU topic by providing basic knowledge.
Learn about Your VU Students and what they know:
VU Skills always strengthened the interests of your VU course, so checklists of the VU topics that are covered in your VU course to get necessary specific VU skills. VU Students assess their levels of knowledge or skills in those VU topics by rating their interests in the relevant VU topics by indicating the responses to the checklist VU topics of the concerned subject present in VU handouts.
VU Matching and Goal Ranking:
The importance of goals can be ranked by asking the VU students to list learning goals that they hope to achieve through the complete course. If interest and time allow, VU students can also point out difficulties while achieving their desired goals. VU The instructor can collect the list of these goals and determine their difficulties in the entire VU course.
Self-confidence survey related to the VU course:
VU Groups of individuals who are self-confident themselves may lack confidence in their skills or abilities in a specific way. For example, they may be experts in their skills but lack confidence or ability while speaking in public. To develop and enhance their skills and abilities, use a survey to get a rough measure of the self-confidence of the VU students.
VU Self-Assessment of the learning ways of VU students:
In this technique, the VU instructor may ask VU students to describe their general approaches toward VU learning by assessing themselves or comparing with several different profiles and then choosing and comparing with the profile that may resemble them most closely. Any VU faculty have some predefined sets of profiles used for assessing the VU students depending on the number of ways that they use learning techniques for students of their VU faculty.
VU Discussing sessions for VU students with other VU students for discussing course contents:
VU Students can think about and share the course contents with other students in a VU discussion.
VU Knowledge sharing:
VU Students may be provided with a list of questions related to the VU subject matter that the VU faculty will have to teach them. Held a prior discussion session before VU lecturing, and ask answers to the questions related to the VU subject matter you have to teach. Invite other VU students to answer a specific question if one will be unable to answer, in this way May courage to help VU students each other.
Have VU Students Apply to Real life problems:
VU Application cards:
After VU students have heard or read about an important theory, principle, generalization, or procedure, give them an index card and ask them to write down the possible real-life problem related to this VU topic and its application that they have just learned in the VU course.
VU Paraphrasing:
After the VU lecture, ask VU students randomly to paraphrase that part of the lesson they have just heard in their own words.
VU Summarize the entire VU topic:
At the end of the VU topic discussion, summarize the overall concepts of the learning of VU students in one sentence format.
Assess What VU Students are learning in the VU lecture:
VU Minute paper or questioning:
The most common method for assessing the understanding of VU students is to ask VU students to recall the topic. Ask any questions from the VU students, like what they have learned, or what is the most important part of the VU topic that is under discussion?
Thanks and Regards,
Mr. Rajput & team
