engaging lecture for effective learning · x technology option: use hotseat (or another mobile app)...
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2/21/18%
1%
%%%Engaging Lecture for Effective Learning
February(22,(2018(
Kristi(Rudenga(Kaneb(Center(for(Teaching(and(Learning(
(
Learning%Goals%
• A2er%today’s%workshop,%you%will%– Have%a%“road%map”%to%follow%when%preparing%an%engaging%lecture%
– Understand%the%importance%of%incorporaEng%acEve%learning%into%lectures%and%have%strategies%to%do%so%
– Have%designed%an%acEve%learning%acEvity%for%one%of%your%lectures%
– Be%able%to%list%engaging%lecture%delivery%techniques%
2/21/18%
2%
PreparaEon:%Ge#ng&Ready&
• Know%your%topic%and%Audience%– Demographic%and%prior%knowledge%– Keep%focus%narrow;%only%a%few%key%points!%
The%planning%process:%Learning%goals%
• Begin%with%the%end%in%mind%%
• How%do%you%hope%students%will%be%different%a2erward?%– Knowledge,%skills,%aRtudes?%
• Stay%learnerTfocused%
• AUainable%goals%
2/21/18%
3%
Sample%lecture%learning%goals%• Clinical%psychology:%Students%will%be%able%to%differenEate%between%the%major%types%of%psychotherapy.%
• Biology:%Students%will%be%able%to%calculate%the%probability%that%an%individual%in%a%pedigree%has%a%parEcular%genotype%or%phenotype.%
• History:%students%will%understand%the%major%arguments%for%and%against%the%use%of%atomic%bombs%in%World%War%II.%
The%planning%process:%Dra2ing%an%outline%
• Beginning%– Overview,%outcomes,%puRng%it%in%context,%aUenEon%grabber%
• Middle%– Making%your%major%points%– 3T5%major%points%–%less%is%more!%– Have%a%coherent%&%logical%plan%for%developing%your%story%
• End%– Recap,%assess,%point%to%next%session,%class%business%
2/21/18%
4%
The%Importance%of%AcEve%%Learning%in%a%Lecture%
• The%15Tminute%aUenEon%span%(Bligh,%2000;%Middendorf%&%Kalish,%1996)%
• Only%24%%of%lecture%content%retained%a2er%8%weeks!%
• Increased%student%engagement%and%interacEon%increases%learning%gains%and%retenEon%(Knight%&%Wood%2005,%Prince%2004)%
IncorporaEng%AcEve%Learning:%Engaged&Learning&Strategies&
• ThinkTpairTshare%• Polleverywhere.com%
• Small/Large%Group%Discussions%%
• Comprehension%Quizzes%%
• PracEce%Homework%Problems%• FreeTwriEng%
2/21/18%
5%
AcEve%Learning%Elements:%When?%
• Aim%to%incorporate%at%least%one%acEve%learning%element%for%every%15%minutes%of%lecture%
• Try%for%one%per%topic%
Active Learning in the Large Class
7
x “Bob Melton (Aerospace Engineering) contributes another activity: "Once or twice a week I ask students to divide up into pairs and give them a question to answer. This is usually in the last 10 minutes of class. Sometimes I ask the pairs to write a one-minute paper together, stating a key idea that they've learned that day; then they also have to pose a question for me. (I quickly review the exercise at the beginning of the next class and answer a few of these questions.) I assess their written responses using a rough scale of 1-3, but these scores do not count toward their final grades. I check the correlation between these scores and their test scores--it's usually rather high--and tell them this as a means of encouraging their participation in these exercises." (“Large Class FAQ: Active Learning Elements,” 2007).
x Technology option: Use Hotseat (or another mobile app) to collect the students’ key ideas and questions during the lecture and possibly have students ‘vote’ on them. Check Hotseat and use the last 5 minutes of class for the most common questions.
x “Several faculty members mentioned using the bookends procedure to provide a structure for these
turn-to-your-neighbor student conversations (see Figure 3.1). The bookends procedure usually begins with an engagement activity—a question or task that both sparks the students’ curiosity and helps the instructor discover what they already know about the material. A simple and commonly used engagement activity is, “List at least three insights you gained from the reading assignment and at least one question.” The middle part is a series of back-and-forth transitions between the instructor talking and students working individually and then in pairs or threes. The final bookend activity is a guided reflection on the class using questions such as, “What were the most important concepts today?” or “What was the muddiest point?” or “Explain the following concept in your own words.” A few instructors combined the bookends procedure with permanent, fixed membership groups in order to create more cohesiveness and to deepen the level of conversation” (Smith, 2000, pp. 26–27)
(Smith, 2000)
x Technology option: Use Hotseat (or another mobile app) to collect the students’ discussions and any questions.
PuRng%it%all%together%
• Don’t%forget%the%bookends!%
2/21/18%
6%
PreparaEon:%Checklists%
Things%to%do%before%lecture%– PracEce%2x%for%audience%– Visit%room,%see%technology%
– Make%cards%– Create%handout%– Polish%outline%– Plan%for%geRng%feedback?%
Items%to%take%to%your%lecture%– Laptop%– Connector%– Laser%pointer/clicker%– “clicker”%cards%– Handouts%– Outline%– Water%
Final%PreparaEon%
• Check(out(your(classroom(in(advance(• Create(an(outline(that(works(for(you(• Create(and(polish(your(multimedia(• Make(checklists((
• Practice,(practice!(– Transitions,(timing,(streamlining(
• If(extra(nervous:(– Script(your(Jirst(5(minutes(
2/21/18%
7%
PreparaEon:%Presenter&View&
Delivery:%Before&the&Lecture&
• Arrive%early%to%set%up%• Engage%students%in%conversaEon%(Davis,%2009)%
2/21/18%
8%
Delivery:%Star;ng&the&Lecture&
• Begin%with%an%outline%and%learning%goals%– Try%the%blackboard!%
• Get%a%feel%for%students’%prior%knowledge%• Don’t%be%afraid%to%wander!%
Delivery:%Finishing&Strong&
• Reserve%5%minutes%to%recap%and%wrap%up%the%main%points%– BeUer%yet,%have%students%recap%main%points!%
• Go%over%those%learning%goals%again%and%see%if%students%feel%they%aUained%them%
• Prepare%students%for%what’s%ahead%• AUend%to%housekeeping%
2/21/18%
9%
Delivery:%A>er&Your&Lecture&
• Make%notes%to%yourself%immediately%a2er%your%lecture%
• Can%even%add%an%extra%slide%at%the%end%of%your%lecture%and%add%it%in%there%a2er%your%lecture%
Resources%
• Barkley,%E.%F.,%Cross,%K.%P.,%&%Major,%C.%H.%(2005).%Collabora;ve&learning&techniques:&A&handbook&for&college&faculty.%%San%Francisco,%CA:%JosseyTBass.%%
• Bligh,%D.%A.%(2000).%What’s&the&use&of&lectures?.%San%Francisco:%JosseyTBass.%
• Davis,%B.%G.%(2009).%Tools&for&teaching&(2nd%ed.).%San%Francisco,%CA:%JosseyTBass.%
• McKeachie,%W.%J.,%et%al.%(2006).%McKeachie's%Teaching%Tips%(12th%ed.).%Chapter%6.%
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Preparing)a)Lecture)!
1. Name!your!topic)&)audience.)!!
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2. List!3!learning)goals.!What'knowledge,'skills,'or'attitudes'do'you'hope'students'will'have'as'a'result'of'your'lecture?!!Example:'students'will'be'able'to'describe'reasons'why'peanut'allergy'rates'have'dramatically'increased'in'the'last'several'decades.''
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3. Outline!or!map!the!body)of)your)lecture!below.!!Think'about'how'you'will'logically'develop'your'material'–'in'story'form?'Presenting'2'sides'of'a'debate?'Describing'a'problem'and'its'solution?'
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4. Plan!the!timing!and!method!of!at!least!2!active)learning)elements.!Examples'include'thinkFpairFshare,'working'problems'individually,'clicker'questions,'notes'comparison,'etc.'
'!!!!!!!!!!!!!!!!!!!!!!!
5. Locate!or!create!whatever!multimedia)materials!you!will!include.!Examples'include'handouts,'Powerpoint,'video'clips,'recent'newspaper'articles,'political'cartoons,'recent'journal'articles,'etc.'''''
6. Polish!your)outline.)Create'a'document'that'will'let'you'teach'comfortably.!!!!
7. Create!a!checklist)of)materials!you!need!to!prepare!or!bring.!!Examples'include'multimedia'materials'above,'as'well'as'chalk/markers,'clickers/notecards,'a'laptop'and'power'cord,'laser'pointer,'printed'lecture'notes,'etc.''!!!
8. Practice!!
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