Use backward design, start with what you'd like the students to become or to achieve at the end of the course. Then, according to each of these "wishes," determine the best way to collect evidence on learning, and according to each of these evidence, design the teaching/learning experience. Formats should not drive the contents; it's the experience you wish to achieve that drives the formats. If lecture with slides is the best way, then lecture with slides; do not add lecture with slides because it's your institute's status quo.
Here are some of my anecdotes addressing your points:
First of all, every presentation should have slides. Who takes a
lecturer without slides seriously? (with the only exception of,
perhaps, really senior professors).
Teaching in a US university, I have started to see students showing excitement because a certain lecturer does not use slides in the class as early as 2010. That got me start thinking if slides are still a viable teaching tool. After some thought, I made the decision to go slide-free and have complete done away with slides two years ago.
I like the format so far because slides had been acting as an invisible wall between me and the students. Just because I have clicked through them does not mean I have taught them. However, I felt safe behind the screen, and perhaps had grown to relish that false security too much.
I replaced the slides with what I call a "learner's package" (more details below) and I immediately felt a lot better. There are more discussions, questions, and interaction. The questions became a lot more spontaneous. In the beginning it can be daunting, but once I got into the rhythm I can never go back to the slides. As of now, four cycles into this new scheme, 80 students taught, and none of them complained the lack of slides in the evaluation.
If one dares to use a black- or whiteboard, students will take
pictures on their iPhones instead of following the lecture, pretending
they will follow it at home, which they never do.
It's not if they will or will not follow up; it's if you have structured the activities or evaluation exercises to make them follow up or not. If there is no reason, why would they be motivated to look at something they have already archived?
And students who miss the lecture will complain, since the slides are
Many technological solutions here: e.g. First, make it clear in the syllabus that it's their responsibility to solicit notes from their peer if they miss a class. Second, consider video-taping your lecture. Third, consider using screen capture with audio recording if you will be using slides. Talk to your IT folks for possible supports.
Secondly, some question / exercise sheets are important to keep
students entertained and busy in class / tutorial.
While I love the idea of enriching the types of formats and interactions, it should be based on the desirable outcomes of the course, and not based on entertainment (though I sense that your questions are portrayed with a bit of sarcasm). Different types of format have their pedagogical pros and cons and they should be used to best fit what you want to achieve.
Question sheets imply answer sheets, with (some) of solutions worked
out, to help students prepare to the assessments.
I'd disagree with making it a routine to provide answers; this can cause them to rely on the eventually available right answers. Instead, I'd suggest base the questions on a defined set of skills (that you can point to at a section of the text, or on a certain page of the notes) with mild to moderate modification. That way, you can point them to the section to see how similar questions are solved, and encourage them to revise their answer.
If possible, base your answer scheme on instant feedback of the class's performance. E.g. if last week's quiz shows that only 35% of the class got question 6 correct, then consider making a detailed answer scheme for that.
Use your teaching assistants. Make them try your questions. They can i) find typos or errors, ii) give you a sense of how much time was needed to complete each question (multiply it with a factor of 1.5 to 3.0 to factor in the fact that the TAs probably can complete the exercise in a shorter time,) iii) draft the model answers.
Lecture notes, to collect all relevant information in one place, and
save students some trouble looking for it in various textbooks. Helps
with those students who are hip enough to never use a library.
I agree a one-stop reference point would be helpful. It can be a set of notes or a list of materials hosted on the online learning website (like Blackboard.)
In my "learner's package," I included the followings:
- List of learning objectives
- Learning resources, which include corresponding sections in the textbook, readings, videos, etc.
- Self-assessments. This section contains a list of activities and exercise with answers for students to test their own understanding. It's not graded.
- Lesson evaluation. This section details how the students will be evaluated formally. I often put the link to the weekly quiz here. And if appropriate I also suggest some mile stone that they should achieve in this week with their personal final project. (I provide rubrics and so, but this answer is long enough so I'll save it for another day.)
- All the notes, with citations.
- In-class exercise and activities.
- I use the Tufte LaTeX codes to compose the notes. I picked it because of its pleasant layout and ample amount of space for students to write.
Lastly, here are some titles that have inspired me with trying different instructional designs (I'm not affiliated with these authors nor Amazon.com):