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Lecturing Well: Integrating Student Participation into your Lectures Henricus de Alemannia lecturing to his students by Laurentius de Voltolina, (1350)

Lecturing Well: Integrating Student Participation into your Lectures

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Lecturing Well: Integrating Student Participation into your Lectures. Henricus de Alemannia lecturing to his students by Laurentius de Voltolina, (1350). Disciplinary and Pedagogical literature. Teaching centered – learning centered paradigm change Research on how people learn - PowerPoint PPT Presentation

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Page 1: Lecturing Well: Integrating Student Participation into your Lectures

Lecturing Well: Integrating Student Participation into your Lectures

Henricus de Alemannia lecturing to his students by Laurentius de Voltolina, (1350)

Page 2: Lecturing Well: Integrating Student Participation into your Lectures

Disciplinary and Pedagogical literature

• Teaching centered – learning centered paradigm change

• Research on how people learn • Scholarship of teaching and learning• Engineering and science education

research • Curricular change in higher education• Educational technologies• Signature Pedagogies

Page 3: Lecturing Well: Integrating Student Participation into your Lectures

Participant Outcomes

• By the end of this workshop you will have• Reflected on your use of lecture as a

teaching tool • Analyzed your current lecture method• Determined what changes you might

make to to enhance student learning• Begun to redesign a lecture

Page 4: Lecturing Well: Integrating Student Participation into your Lectures

Agenda

1. What is lecture best for?

2. What makes an effective lecture?

3. Designing a lecture

4. Delivering a lecture

5. Wrap-up & Questions

Page 5: Lecturing Well: Integrating Student Participation into your Lectures

Characteristics of great lecturers:

Page 6: Lecturing Well: Integrating Student Participation into your Lectures

What do you see?

• http://www.ted.com/talks/lang/eng/bonnie_bassler_on_how_bacteria_communicate.html

Page 7: Lecturing Well: Integrating Student Participation into your Lectures

Reasons for lecturing (Think/Pair/Share)

Page 8: Lecturing Well: Integrating Student Participation into your Lectures

Attention Span

http://www.monash.edu.au/lls/llonline/speaking/presentations/preparing/1.xml

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Consider expert and novice perspectives when designing lecture

Heath, C. & Heath, D. (2007). Made to Stick: Why Some Ideas Survive and Others Die.www.madetostick.com Svinicki, M. (2004). Learning and Motivation in the Postsecondary Classroom.

Page 10: Lecturing Well: Integrating Student Participation into your Lectures

Long term memory and comprehension depends on the learner thinking about things

Environment

Working memory - site of awareness & thinking

Long Term Memory( illustration based on Willingham, D. (2009), p. 11.)

interactingdoing

seeing

listening

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Page 12: Lecturing Well: Integrating Student Participation into your Lectures

• http://www.ted.com/index.php/talks/erin_mckean_redefines_the_dictionary.html

• http://www.youtube.com/watch?v=VVgfC_FV2hI&feature=channel (Brain)

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Lecture Design - Example

Source: Karl Smith, University of Minnesota

Page 14: Lecturing Well: Integrating Student Participation into your Lectures

Designing a Lecture

• Getting attention

• Goals, advance organizer, little picture/big picture

• Components of a lecture

• What are the main points (chunks)?

• attention span - where are pauses appropriate? What will those pauses accomplish?

Page 15: Lecturing Well: Integrating Student Participation into your Lectures

Delivery

• Why is delivery important?• What do you need? (notes, AV, etc.)• How does context determine delivery?• Assess your “platform” skills• Intention, focus, practice • Feedback, Reflection and change

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Using PowerPoint

• Keep the lights on• Move away from the podium• Slides should support your narrative, not

replicate it – use slides as visual aids• Less is more (less text, more graphics)• Other guidelines?

Page 17: Lecturing Well: Integrating Student Participation into your Lectures

Micro-Teaching

Page 18: Lecturing Well: Integrating Student Participation into your Lectures

Xenon headlights illuminate signs better than halogen headlights do

[Sylvania, 2008 ]

Xenon Headlight

Halogen Headlight

SilverStar Ultra TM

Standard Halogen

Xenon

Page 19: Lecturing Well: Integrating Student Participation into your Lectures

Water from the jet engine’s exhaust creates contrails that float in the atmosphere

[Encyclopedia of Global Environmental Change, 2002]

In summary, assertion-evidence slides are more effective than the common practice of PowerPoint

[Hamaker, 2009]

Page 20: Lecturing Well: Integrating Student Participation into your Lectures

• http://www.youtube.com/watch?v=FjCIRLwkl3k&feature=SeriesPlayList&p=9A701D54E8896D0E (Anatomy)

• http://www.youtube.com/watch?v=VVgfC_FV2hI&feature=channel (Brain)

Page 21: Lecturing Well: Integrating Student Participation into your Lectures

Resources for improving PowerPoints

• Teaching the Assertion-Evidence Design of presentation slides http://www.writing.engr.psu.edu/teaching_slide_design.html

• http://www.garrreynolds.com/Presentation/sample1.html

• http://www.garrreynolds.com/Presentation/pdf/presentation_tips.pdf

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References• Jones-Waton, M. (2005) Teaching problem-solving skills without sacrificing

course content: Marrying traditional lecture and active learning in an organic chemistry class. Journal of College Science Teaching, Sept.

• Lang, J.M. (2006) Beyond lecturing. Chronicle of Higher Education. 53(6) pp. 69-69.

• Oblinger, D. & Oblinger, J. Eds. (2005). Educating the Net Generation. Educause.

• Puttee, C.M, & K.E. Mezzina (2008) In defense of the lecture: Strategies to assist in active learning experiences in accounting units. Journal of Business Education & Scholarship of Teaching 2(2) pp: 28-38.

• Roettger, C., Roettger, L. & Walugembe, F. (2007). Teaching: More than Just Lecturing. Journal of University Teaching and Learning Practice. http://jutlp.uow.edu.au/2007_v04_i02/pdf/roettger.pdf

• Willingham, D. (2009). Why don’t students like school: A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco: Jossey-Bass.

Celebrating 25 Years of Excellence in Teaching and Learning – 1983-2008

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Questions?