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LECTURE

LECTURE. The term lecture was derived from the Greeks , Latin lectare, means to read aloud (fifth century BC ). In medieval times lecture were the most common form of teaching in both Christian and Muslim universities.

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LECTURE

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  1. LECTURE

  2. The term lecture was derived from the Greeks , Latin lectare, means to read aloud (fifth century BC). In medieval times lecture were the most common form of teaching in both Christian and Muslim universities

  3. Lectures are, potentially,an economical and efficient method of conveying information to large groups of students.

  4. Learning from lecture (explanatory model ) Student receives Lecturer transmits Student reacts Long Term Memory Verbal Extra-verbal Non-verbal Audio-verbal aids perception Lecturer´s Intention Attention ( Short term memory • OUTPUT: • Notes • Reactions

  5. Lecturing Model • Intention • Transmission • Receipt of information • Output

  6. Intention MOTIVATION COVERAGE UNDERSTANDING

  7. Transmission • VERBAL • objectives, definitions, descriptions of signs and symptoms, examples, exceptions, explanations or comments. • EXTRA VERBAL • vocal qualities, hesitations, stumbles, speech errors and use of pauses and silence. • NON VERBAL • Eye contact, gestures and body movements. • AUDIO-VISUAL AIDS • chalkboards, transparencies, slides

  8. Receipt of information What they perceive is determined in part by: • what they already know? • what they are interested in? • Levels of attention and arousal of student.

  9. Attention fluctuates throughout a one-hour lecture A peak attention just before the lecture ends performance 10 20 20 Lecture period in minute

  10. Message stored in short-term memory till 30 sec Subject The long-term memory receives messages that are closely related to the network of concepts and facts which stored in it and have been activated.

  11. Tricycle anti depressant Diabetic neuropathy Gabapentin Side effect Message stored in short-term memory till 30 sec Subject Drug intraction between gabapentin & tricyclic anti depressant The long-term memory receives messages that are closely related to the network of concepts and facts which stored in it and have been activated.

  12. The episodic (narrative) component of long-term memory stores ‘stories’ that are easier to retrieve than information stored in the conceptual (semantic) memory

  13. Output • A student’s response or ‘output’ is not only a set of notes that may be understood and, if necessary, restructured and learnt; it also consists of reactions to the lecture and the lecturer • More important than the immediately observable responses to a lecture are the long-term changes in attitudes and understanding which may occur in a student.

  14. ERROR DIAGNOS A simple but powerful test of the gap between intention and receipt is to compare the key points in your notebook with the notes of your student

  15. The skill of lecturing

  16. The skill of lecturing • Explaining • Improving clarity • Generating interest

  17. Explaining • Explaining is giving understanding to another . Understanding is the creation of new connection in the minds of the learner. These connection may be between facts and ideas.

  18. Explaining • Interpretative • Descriptive • Reason-giving

  19. Improving clarity Clear explanations are, as indicated, dependent upon knowing precisely what one wishes to explain to whom, transmitting the explanation and checking, when possible, whether the explanation has been understood.

  20. Improving clarity Four ways of improving clarity: • Minimize vagueness, • Provide a clear structure. • Sharpen the focus, • Use structuring moves

  21. Improving clarity • Signposts • Frame • Foci • Links

  22. Generating interest • First • Eye contact, gesture, body movement, facial expression, vocal inflection and choice of vocabulary. • Second • Apt examples and analogies • Third • Appropriate mode of explaining

  23. Appropriate mode of explaining • Narrative • In the narrative mode the lecturer explains an event or a set of research findings in the form of a personal story • Anecdotal • In the anecdotal mode the lecturer uses humorous stories or moral fables to illustrate the key points. • Conceptual • In the conceptual mode, the lecturer provides a series of principles or facts in a logical order

  24. Preparing lecture • Step 1:What is the topics? • Step 2:Free associate • Step 3:State a working title • Step 4:Analyse the “hidden” variables in the title • Step 5:Preparee a rough structure of the lecture • Step 6:Directed reading • Step 7:structure the lecture • Step 8:Check the opening and ending • Step 9:Give the lecture • Step10:Reflect and note

  25. Introduction • Body/Discussion • Conclusion

  26. The Introduction • Gain attention • Establish relevance • Provide overview • Establish ground rules • Identify goals

  27. Body • Begin by restating each main point/learning goal • Explain and demonstrate main points • Present essential points first, followed by most important next, and “nice to know” last • Use examples to facilitate understanding • At least one example per idea • Use several examples for complex ideas

  28. Have students practice using main points • provide problems, cases, questions, etc., • Briefly summarize at end of each main point • Provide transition statement to next main point

  29. Conclusion • Provides a logical ending – a sense of completeness and structure. • Restate main points (“Summary”) • Restate purpose sentence and how topic relates to audience (“Objectives" & "Motivation”) • Connect with other instructional segments of past and future (“Integration”)

  30. Check to see whether students have accomplished the main purpose of the lecture • Finish with a flourish • on time • Enthusiastic • use an attention getter

  31. Method in structuring lectures? • The classical • The problem center • The sequential • The comparative

  32. Handout • Outlines • Provide a one-page summary of the lecture and some annotated key references • Interactive handouts • contain skeletal notes and diagrams that the students have to complete during the lecture • Key information handouts • provide complex diagrams, references, quotations, formula, proofs • Full handouts • Virtually a transcript of the lecture • Tasks and problems handouts • The tasks or problems that are to be used in the lecture so

  33. Interactive lecturing

  34. Attention span break • Pace lectures in 15-20 minute segment . Instructors needs to change their pace at regular intervals 15 Minute 15 Minute 15 Minute 5 minute 5 minute 5 minute

  35. Buzz Group A simple and effective method of involving students

  36. Reflecting on and improving note-taking(Ask students to compare their notes with two other people in class) • Checking student understanding(Ask student to respond to one or two question(

  37. Evaluating lectures • Student learning & reaction • Peer feedback • Reflective practice (self evaluation)

  38. THANK YOU !

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