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1. Students Can Talk Too: Making Lectures Interactive Effective Teaching and Learning Department
instructionaltech@baker.edu
2005 Baker College
2. 7/3/2012 2 Group quiz When is lecture important?
A. All the time, silly. Thats what they pay me for!
B. Only when I cant give them a test or send them to the library.
C. Whenever I feel like it. I have important stuff to say.
D. Sporadically and only when necessary.
3. 7/3/2012 3 Question 2 Adults of any age have a maximum attention span of:
A. 10-20 minutes
B. 30-40 minutes
C. 60-90 minutes
D. 3 hours and 40 minutes
4. 7/3/2012 4 Question 3 Lectures are a necessary evil in my class because:
A. Students dont read the course materials
B. Students dont understand what they read
C. Students need me to tell them what is important about the materials
D. Students love them!
5. 7/3/2012 5 Question 4 Interactivity in a lecture can be defined as:
A. Letting students do all the work.
B. Using the smart students to teach the rest of them.
C. Guiding students on the right path while still being involved.
D. I have no ideathats why Im here!
6. 7/3/2012 6 Small Group Discussion Form groups of 4-5. Answer the following questions:
How often do you lecture?
What do you like about lecturing?
What dont you like about lecturing?
7. 7/3/2012 7 Debrief How many of the things you identified as dislikes were identified by other members of your group?
How many do you see yourself doing in your classroom? Relate their responses back to the Objectives slide and assure them that the majority of their personal objectives for the session will be met. Relate their responses back to the Objectives slide and assure them that the majority of their personal objectives for the session will be met.
8. 7/3/2012 8 Lectures Originated due to a lack of books, so the books were read to others who took their own notes
Recognized as a way to communicate information but not to communicate knowledge
- Phil Race, 2001 Go over various parts of the Control Panel. Point out the parts that participants will use in todays class.Go over various parts of the Control Panel. Point out the parts that participants will use in todays class.
9. 7/3/2012 9 Factors that affect students Time of day
Day vs. evening classes
Physical needs
Hunger
Thirst
Comfort
Temperature of room
10. 7/3/2012 10 Why lecture? Part one Provides a shared experience
Gives focus to the learning in the form of place and time
Identifies areas of importance in other materials
Challenges students
Stimulates interest in further learning on the topic
11. 7/3/2012 11 Why lecture? Part two. Gives students a chance to verify existing knowledge
Clarifies instructor expectations and learning outcomes
Allows students a chance to explore changes in perspective or attitude
12. 7/3/2012 12 Why not lecture? Lacks effectiveness
Reaches a portion of the intended audience (auditory learner)
Allows students to be passively involved in a learning experience
Does not allow students to demonstrate knowledge
Fails to hold the students accountable for the reading or other assignments
13. 7/3/2012 13 Focused writing activity Take 5 minutes and identify what you think the most important concepts are from our session so far. You can do any of the following:
Concept map
Outline
Written summary
14. 7/3/2012 14 Next step Turn to the person next to you
Explain what you wrote on your paper and allow them to explain what he/she wrote
Identify any areas of commonalities between your answers
Identify any questions you have
15. 7/3/2012 15 So how do we fix it? Recognize that lecture has its place in a classroom
Use appropriate visual aids
Design interactive lectures
Provide valuable handouts
16. 7/3/2012 16 When should you lecture? At the beginning of a new topic to stimulate student interest
When students are struggling with the concept
To summarize key points
To build a bridge from old knowledge to new knowledge
17. 7/3/2012 17 Stimulating interest Begin with a question related to your lecture topic
Prepare several short anecdotes related to the lecture topic
Lecture to provide general information about the topic
18. 7/3/2012 18 Reducing confusion Identify key areas where students are struggling
Lecture in short waves to address each topic
Verify that students have a minimum level of understanding before moving to next topic
19. 7/3/2012 19 Small group discussion Form NEW groups of 5
Answer the following question:
Is there a topic or two that your normally cover by lecture that you could do a different way?
Make sure everyone has an answer to this question before ending the discussion
20. 7/3/2012 20 Summarize key points Obtain the key points from the course materials
Give short lectures on each key item identifying:
Important terminology
Why concepts matter
21. 7/3/2012 21 Connect old and new knowledge Identify new pieces of information students need to know
Discuss how the new information fits in with previous materials
Help students make those connections for themselves with activities
22. 7/3/2012 22 Fish bowl discussion What do you do when students resist your efforts to move towards more active learning in your class?
23. 7/3/2012 23 How long should you lecture? Students can only absorb 10-15 minutes of lecture at a time, so you should:
Chunk your materials into short, focused segments
Refer to visual aids and handouts as a way to focus attention
Have several short lectures in a class period
24. 7/3/2012 24 Interactive lectures contain Mental involvement
Visual involvement
Verbal involvement
Physical involvement
25. 7/3/2012 25 Lecture Process Identify objectives
Plan lecture points
Select activities to reinforce lecture topic
Deliver the lecture
Debrief the lecture (with yourself) and make changes for next time
26. 7/3/2012 26 Objective questions Are you expanding on the points in the book?
Are you helping bridge the gap between new and old knowledge?
Do you understand the students current level of knowledge on the subject?
27. 7/3/2012 27 Lecture planning Identify how to best break down your information into smaller segments
Determine logical starting/stopping points
Select appropriate activities that will further the purpose of the lecture
Identify 2-3 questions you could pose in one of your lectures that tells you if students understand your main points
28. 7/3/2012 28 Activity Take 5 minutes and outline the opening day of your class where you talk about your syllabus. Identify:
Lecture areas
Activity areas
Questions you can ask to see if the students understand the syllabus
29. 7/3/2012 29 Other activity suggestions Lead a class discussion
Write/pair/share
Ask students for their muddiest point
Ask divergent/convergent questions
Identify the 3 main points of agreement/disagreement
30. 7/3/2012 30 Deliver the lecture Be organized and prepared
Speak clearly and slowly
Move around the room to ensure that all students can hear
Use appropriate gestures
Vary your tone of voice and stress areas
Check for student understanding frequently
Make eye contact with all students
31. 7/3/2012 31 During the lecture Be sure your examples are salient and productive
Summarize often
Use closed lists to help students focus
The three most important things to remember are
Link material to previous knowledge
Signal changes in thought with a relevant transition phrase
32. 7/3/2012 32 Handouts Provide handouts to help students follow along
Dont repeat what is there word for word
Develop new ways to phrase the main points
Ensure that the handouts are attractive and professional, free from spelling or grammar errors
Discuss how handouts are helpful for both visual and kinesthetic learners. Discuss how handouts are helpful for both visual and kinesthetic learners.
33. 7/3/2012 33 Handout tips Embed activities within the handouts
Consider giving incomplete sentences in the handout or blank slides in a PowerPoint
Give sentence starters as handouts
34. 7/3/2012 34 Other visual aids PowerPoint
Whiteboard
Agenda/schedule for class
Multimedia/web access
Real time question response or information gathering
35. 7/3/2012 35 Wrapping up the lecture Summarize the important concepts
Identify where the lecture fits with the larger course goals
Confirm that you have met your objectives for the lecture
36. 7/3/2012 36 Validating Lectures Identify and resolve the obvious issues of confusion
Ask pointed questions to individual students as well as general questions to the class
Acknowledge student contributions to the class
Change your plan to meet the needs of the class
37. 7/3/2012 37 Activity 10 minutes How do you check for student understanding in your lectures?
Identify 2-3 questions you could pose in one of your lectures that would tell you if students understood your main points
38. 7/3/2012 38 Final Question What will you do differently as a result of this session?
39. 7/3/2012 39 Questions?