Be overt in the organization of your lecture, both orally and visually. For example, write your lecture outline on the board. Second, since studies show that students usually record what the instructor has written, be discriminating in your use of the board or transparencies. Third, during the lecture, refer to your outline to highlight shifts in topic. I f appropriate to your subject matter, give students a framework or schema for how to organize information.
Sequence is used to explain change, influence, or phases.
On the other hand, if the information consists of types, parts, characteristics, components, or elements, you can classify it and present the information as a hierarchy. Both patterns can help students contrast and compare the material for similarities and differences. Tell Stude nts What to Record. The answers to such questions differ from one course to another. You can help students by providing explicit instructions, at least in the first few classes, about what to include in class notes.