T HE A RT OF L ECTURING Induction course for new academic members T Bere

O UTLINE OF THE P RESENTATION  How to give a good lecture  Preparing teaching and learning materials  Lecturing styles  Lecture outline  Tips in lecturing

In his teaching, the wise man guides his students but does not pull them along; he urge them to go forward and does not suppress them; he opens the way but does not take them to the place…….. If his students are encouraged to think for Themselves we may call the man a good teacher. Confucius

HOW TO GIVE A GOOD LECTURE  1. Plan  2. Prepare  3. Be punctual  4. Personal Presentation  5. Communication  6. Organisation of material

HOW TO GIVE A GOOD LECTURE  7. Appropriate methodology  8. Critical thought  9. Student input  10. Closure / summary / conclusion  11. Evaluation / change.

PREPARING TEACHING AND LEARNING MATERIALS 1.Isolation of Concepts Isolate concepts from facts, principles examples etc. subject matter. 2.Definitions of Concepts Define each concept and give one simple and appropriate example. 3.Diagramming the Subject Matter Provide key subject matter in a clearer synopsis with sub-themes and sub-headings.

PREPARING TEACHING AND LEARNING MATERIALS 4.Principles Elucidation Since concepts are related to other concepts, show this in related principles, rules, theorems, axionis, or generalizations. 5. Organize information in some of hierarchy.

LECTURING STYLES Lecturer is confident but ill-prepared. Generally lecturer does neither think out nor write down objectives of his lectures for students. Lecturer is likely not to give students a course outline. However, lecturer may achieve objectives randomly. Lecturer appears to have no problem selecting and structuring material as he/she relies on past attainment. Lecturer tends to review previous lecture before beginning a new one. May use chalkboard or Overhead Projector. Does not give notes; and does not wait for students to jot down the main points. 1. Amorphous Lecturing

LECTURING STYLES Uses a variety of techniques and humour. Lack delivery skills. Lecturer is a self doubter. Lecturer has difficulty selecting and structuring materials. Lecturer tends to use headings and subheadings only. Lecturer determines objectives in advance but feel he doesn’t achieve them. Lecturer tends to think more about his students’ experience. Does not recap his previous lecturers. 2. Eclectic Lecturing

LECTURING STYLES Lecturer talks only to students. No use of aids, diagrams, etc Use of technical language only. Lecturer quotes from texts and articles during lecturing. 3. Oral lecturing

LECTURING STYLES Provides information through visual aids. Uses OHP, chalkboard, diagram structures, maps, graphs, e-learning platforms e.t.c Grants students time to study graphs diagrams. Tend to rely on one text as source of information. Tend to be less humorous. Very assuring content is given. Competent information-giving. 4. VISUAL LECTURING

LECTURING STYLES Lecturing is well structured. Uses a wide variety of oral and visual techniques and questions. Provide more handouts. Uses citations from varied sources. Show links between materials, lectures and activities. Generate understanding and thought provocatives. 5. EXEMPLARY LECTURING

LECTURE OUTLINE A. Statement of purpose and objective of lecture A. Statement of the problem to be examined (posed in a style which is meaningful to the audience). B. Short exposition of framework of structure to be presented C. Point 1 D. Links between point 1 and point 11 E. Point 11 F. Recapitulation

LECTURE OUTLINE G. Links between point 11 and point 111 H. Point 111 I. Structure of points and links reviewed J. Recapitulation K. Application L. Conclusion Restatement of purpose and objective Summary of valid solutions

T IPS IN L ECTURING Learn the student’s names Use lots of visuals: graphic organizations, charts, graphs, photographs, videotapes e.t.c. Use demonstrations whenever possible. If it is not written down, it will be ignored. Put long derivations in handouts (leave gapes). Spend most of the class time on examples, discussion. Filling the gaps, small-group exercises. Give short activities, and/or stretch breaks during lectures. Make eye contact with the students. Don’t write with the right hand and erase with the left. Don’t read notes…

100 % Retained Time (minutes) Figure: Relationship between time in lecture when information was passed and the rate at which that information is retained by the student TIPS IN LECTURING

Don’t be afraid to say “I don’t know.” If you want to, add “but I will find out.” Then do it!!! Ask questions periodically, and not just “Is that clear?” or “Any questions?”  What should the solution look like?  What do you think happens next?  What’s wrong with what I just said?  What are possible safety problem here? Environmental problem? Ethical problem?  What’s a practical application of the material we just covered? After asking for the question, wait for the answer.

T IPS IN L ECTURING Get students to generate answers (or questions) in small groups. When answers are provided, find something positive to say about them, even if they are wrong (or at least say “Nice try”). Don’t always stop asking when you get the answer you are looking for. Summarize occasionally during lecture and always at the end... or get the student to do it.

In his teaching, the wise man guides his students but does not pull them along; he urge them to go forward and does not suppress them; he opens the way but does not take them to the place……..If his students are encouraged to think for themselves we may call the man a good teacher. Confucius

T HANK YOU !!