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Livening up lectures Tamzin Ripley Department of Psychology

Introduction. Psychology DepartmentStarted September 2004Neurobiological end of psychology. To do ...... Introduce yourself to the people near you . . Background. Intake over 250 per yearYear 1 and 2 large group lectures : facultysmall group seminars : ATspractical classes : ATs

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Livening up lectures Tamzin Ripley Department of Psychology

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    1. Livening up lectures Tamzin Ripley Department of Psychology ‘What we do well’: 10 June 2008

    2. Introduction Psychology Department Started September 2004 Neurobiological end of psychology

    3. To do .....

    4. Background Intake over 250 per year Year 1 and 2 – large group lectures : faculty small group seminars : ATs practical classes : ATs Year 2: ‘Brain and behaviour’

    5. A typical second year Autumn term: 75 hours in large group lectures /films (all in Chichester Lecture Teacher) 50 hours in seminars / practicals On Tuesday: 4 consecutive hours in ChiLT

    6. Background Lecture sizes of 150 – 290 students. Problems: Poor relationship with students Little opportunity for student participation Difficulty in gauging students understanding Students become anonymous, passive, surface learning, attendance (?). To lecture or not to lecture? Lectures under attack. Poor way to stimulate thought / attitudes Feedback from students - material is difficult and would like more seminars.Lectures under attack. Poor way to stimulate thought / attitudes Feedback from students - material is difficult and would like more seminars.

    7. Outline of talk

    8. Why have lectures?

    9. Amount of information!

    10. Amount of information! Activities might be associated with homework!Activities might be associated with homework!

    11. Why have lectures?

    12. Types of students

    13. To do .....

    14. Attention span in lectures

    15. Attention span in lectures Students asked to write a summary at the end of the lecture – noted at what point in the lecture that information was given.Students asked to write a summary at the end of the lecture – noted at what point in the lecture that information was given.

    16. Retaining attention span across the lectures

    17. Activities

    18. The pause

    19. The pause Teachers talk at 120-240 words per minute Students write at 20 words per minute Miller (1956) can hold 7 +/- 2 items in short-term memory. Insertion of a blank slide / upside down slide – gets attentionTeachers talk at 120-240 words per minute Students write at 20 words per minute Miller (1956) can hold 7 +/- 2 items in short-term memory. Insertion of a blank slide / upside down slide – gets attention

    20. Activities

    21. The question / problem

    22. Action potential

    23. Action potential

    24. Action potential

    25. Action potential

    26. Action potential

    27. Action potential

    28. Action potential

    29. Action potential

    30. Stages of the action potential

    31. Stages of the action potential

    32. The question / problem

    33. The question / problem

    34. The question / problem

    35. The question / problem

    36. Feedback from students

    37. Feedback ?

    38. To do ...

    39. Activities

    40. Swop answers

    41. Activities

    42. The Presentation Mode

    43. Active Learning in lectures

    44. To do ...

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