Let’s recap what we’ve discussed so far. You’ve explained a foundational concept with clarity and focus. You’ve given students an example of how this concept applies to a real world situation. And you’ve followed up that example with a small activity that you’re confident students can accomplish fairly quickly and successfully.
Your students have just learned something entirely new, something that caused them to shift their perspective, or view the overall topic in a new way. They’ve gained an understanding of how this new knowledge is relevant to their own lives, and they’ve even applied it themselves. They’re probably feeling pretty good about all this!
Now you need to carry that momentum through to your third lecture. Start by unpacking whatever learnings resulted from the interactive exercise, and providing some further context and explanation. This is also a great time to segue into the next lesson: “Now you understand the visual and emotional impact of light and shadow in photographs, let’s discuss how you can use your camera settings to achieve this effect.”
This builds momentum in your course, from lecture to lecture, and skill to skill. Momentum is crucial to keeping students engaged throughout your course. By “rewarding” students at the beginning of this lecture for the skill they just acquired, and then jumping into more context, they’ll stick with you.
If you inspire, activate, and reward students in the first section (approximately first 10 minutes) of your course, you end up with committed students. Committed students are ones who will go on to engage with your course – consume content, ask discussion questions, etc. – and potentially enroll in your other courses.
Complete Your START CHART
Now that you know you’ve ensured your third lecture rewards students for their learning, it’s time to produce it: