fcte lecture/powerpoint presentation
DESCRIPTION
FCTE Lecture/PowerPoint Presentation from Cutting Edge presentation on Friday Dec 6, 2014.TRANSCRIPT
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Effective Lectures• When lecturing can be an effective pedagogical tool and how to
build it into course design
• What cognitive principles should be considered (e.g., attention,
cognitive load theory) when creating PowerPoint slides
• Effective principles for utilizing PowerPoint slides
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Lecture as a tool
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The Lecture
• According to McKeachie, the lecture is the oldest teaching method and still the most widely (badly?) used in universities throughout the world.
• Don’t believe it is the oldest?
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The Lecture
• Effective lecturers combine the talents of the scholar, writer, producer, comedian, entertainer and teacher to promote student learning.
• If you are one dimensional so is your teaching when using the lecture.
• No, the lecture is not the most effective teaching method available to teachers but when a curriculum is focused on covering the most content in the shortest amount of time, the lecture tends to be the pedagogy du jour. So, lets’ focus on it.
• For future reference, discussion methods are superior to lectures in:
• student retention of information after the end of the course; • transfer of knowledge to new situations;
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The Lecture
• Strengths of lecture according to Cashin:• Some other advantages attributed to lectures
are perhaps more relevant to graduate instruction, especially for majors. Lectures can show how experts in a field think, how they approach questions, and how they try to solve a problem. A lecture can summarize scattered material, or describe latest discoveries or issues.
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The Lecture
• Limitations of lecture according to Cashin:• However, lecturing also has some serious
limitations when it becomes the primary means of instruction. The most serious is that lecturing is not suited for higher levels of learning: comprehension, application, analysis, synthesis, evaluation (Bloom et al., 1956), and creativity (Anderson and Krathwohl, 2001).
• Perhaps equally limiting, in a traditional lecture, the students are mostly passive. This results in learners’ attention waning quickly. If a lecture consists solely of the teacher talking, lack of student feedback can be a big problem.
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Try those first 4 slides again
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The Lecture: the oldest and most used teaching method
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The Lecture: Most common but not most effective Teaching method
Higher in retention & transfer
Lower in retention & transfer
Discussion
Lecture
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The Lecture
• Strengths of lecture according to Cashin:• Lectures can show how experts in a field think, • How they approach questions• How they try to solve a problem• Summarize scattered material• Describe latest discoveries or issues
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The Lecture
• Limitations of lecture according to Cashin:• Not suited for higher levels of learning:
comprehension, application, analysis, synthesis, evaluation and creativity
• Passive student• Waning attention
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Think-Pair-Share
Compare & Contrast the two styles
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How are most lectures Given today?
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What do student think of this?
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Things people would rather do than encounter a PowerPoint
• Forego sex tonight
• Do their taxes
• Go to the dentist
• Work on Saturday
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Things to Consider
Cognitive Brain
Presentation Techniques
Effective Lecture Design
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Cognitive Considerations
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“Whatever you think about, that’s what you remember. Memory is the residue of thought.”
-Cognitive Psychologist Daniel Willingham
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Cognitive Considerations
Learning
AttentionActive
Processing
Cognitive Load
Working Memory
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Sweller’s Cognitive Theory
Limited space in working memory!
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Sweller’s Cognitive Load Theory
Type Description
Extraneous Cognitive processing that does not serve the instructional goal; caused by confusing instructional design.
Intrinsic (Sometime called Essential)
Cognitive processing required to represent the essential material in working memory; cause by the complexity of material.
Germane (Sometime called Essential Generative)
Cognitive processing required for deeper understanding; caused by motivation of the learner.
Total Cognitive Load
Extraneous Load
Germane Load
Intrinsic Load
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Brain Considerations
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Brain Likes Novelty
Are your lectures engaging or sleep inducing?
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Brain Considerations
• Passive brains + Passive body learning
• Brain Guru John Medina explains
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Presentation Considerations
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Death by PowerPoint
•Dead Words on Screen• Black and White• Lots of text!
•Read most or all dead words to your student
•Student 17-30 years old easily bored and impatient
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Lecture or Target Practice?
Learning
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Conclusion
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Problems with Lectures
•Why don’t students read the text?• It will be “covered” in lecture
•Flawed Assumption: I have to “cover” the material or students won’t know it. Passive learning equals superficial learning
•Active learning = lasting learning
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Any Use for Lectures? Yes
•Mini/micro lectures – 10-15 min. long• Clarification, examples• Separate with engaged learning activities
•Brain Guru John Medina again
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•Targeted lectures – not to “cover” material• Purpose: to expand, address
confusions, or illustrate applications• Test comprehension and promote
critical thinking• E.g. present case study, scenario, realistic
simulation
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Techniques to make Lectures more
engagingNext Time
Friday January 17“Core Services: Engaging Lecture”