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Large Group Teaching Key Educational Skills Series November 12, 2013 Tracy Fulton, PhD and Zane Amenhotep, MD With special thanks to Susan Masters, PhD
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Learning Objectives By the end of this workshop, learners should be able to: 1.Describe characteristics of effective lectures 2. Organize and deliver a brief lecture with: -an effective introduction and conclusion -a technique that engages learners -one concrete learning objective 3. Utilize effective visuals (PPT, board, etc) 4. Practice and receive feedback!
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What makes for an effective lecture? As you watch these clips, take note of something “good” and something “bad” about each.
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What “good” vs “bad” behaviors are they modeling? (In one word!) Think – pair - share
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Dimensions of effective lecturing, based on student performance “The Four Aces” 1.Outcomes-based teaching 2.Clarity 3.Engagement 4.Enthusiasm Bulger, S., Mohr, D., and Walls, R. (2002) Brophy, J. and Good, T.L. (1986)
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Ace of : Outcomes- based teaching through use of learning objectives
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Learning objectives Communicate what the learner should be able to do Are measurable, specific, and not open to interpretation Use Bloom’s taxonomy as a guide Often devised as: “After this presentation, the learner will be able to ______________.” Ace of : Outcomes-Based Teaching One minute “paper”
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Ace of : Be clear through… 1.Organization 2.Use of visuals 3.RESTRAINT
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Organizing a lecture C BBC CB AA 1 2 3 A Introduction Conclusion Ace of : Clarity For many people, the introduction and conclusions are the most memorable parts!
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Planning the Introduction Preview and/or bridge from last lecture Establish climate Gain attention Ace of : Clarity
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Organizing the Body Select three to five key points per hour –Cluster main ideas –Link to a learning outcome/objective –2-3 subpoints for each I - A B II - A B C III - A B C IV - A B 1212 123123 1212 1212 123123 Ace of : Clarity
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Planning the Conclusion Summarize and provide closure Bridge to next lecture Build in time for questions Finish concretely - “Thank you” Ace of : Clarity
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Visuals: the rationale Illustrate ideas Capture and focus attention Increase learning Telling alone Showing alone Telling & showing As long as they are related to your key points! Ace of : Clarity
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PowerPoint Ace of : Clarity ProsCons
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Part II: “Aim”… How would you react to this slide? How could you improve it? Ace of : Clarity
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Minimize amount of text –Aim for: <7 words x 7 lines Use a font people can read –Screen display fonts preferred to print display –Verdana Trebuchet Georgia Careful with dark backgrounds One idea per slide Increase legibility Ace of : Clarity
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A. 16 B. 26 C. 36 D. 46 E. 56 You are preparing a 50 minute lecture for first-year students. You know that these students often ask questions in class. How many slides should you include in your talk? How many slides? Ace of : Clarity Show of hands
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Likely To Be Too Much For 50 Minutes
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How would you react to this slide? How could you improve it? Ace of : Clarity
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esophagus stomach colon How would you react to this slide? How could you improve it? Ace of : Clarity
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Just… Keep it simple! Annotate/progressive visuals Simple template Stick to learning objectives One idea per slide Ace of : Clarity
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Part III: “Fire!” Be careful with the laser pointer! “For God’s sake, Edwards. Put the laser pointer away.”
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Plan and practice in advance Write legibly Model the reasoning process Use color Ace of : Clarity Effective annotation I’m using the app _________, annotating a pdf file
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Ace of : Engage! Get attention Active learning
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Can you list techniques used during this lecture that promote active learning? Ace of : Engagement Group brainstorm
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Involve (and assess) learners Ask for students’ questions Ask your own questions and wait! Incorporate active learning activities –Show of hands –Subdivide into groups –ARS q’s –Think-pair-share –Brainstorm Ace of : Engagement
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A new paradigm in the lecture hall: “The Flipped Classroom” Master basic concepts BEFORE class Use class time for higher level activities Team-Based Learning takes a similar approach Is this a lecture? NO Do students learn? YES Ace of : Engagement
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Ace of : Be enthusiastic (in your own way…)
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Delivering dynamic lectures Enthusiasm, enthusiasm, enthusiasm! Bueller? Part III: “Fire!” Ace of : Enthusiasm
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Delivering dynamic lectures Effectively use –Voice –Movement –Gestures –Eye contact –Humor Part III: “Fire!” Ace of : Enthusiasm
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See Walter Lewin, MIT physics prof, for enthusiasm! Ace of : Enthusiasm
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Practice: preferably with a human Especially the transitions
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Practice: Check Out the Venue
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Excellent lecturers Prepare carefully Organize clearly Represent ideas visually Engage learners Use techniques to convey and generate enthusiasm Practice Have fun and make learning fun!
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References and Resources Practical teaching: Great presentations every time. Irby, The Clinical Teacher, 2004; 1: 5-9 A short overview of the key elements for a dynamic, effective presentation. Stack the Deck in Your Favor by Using the Four Aces of Effective Teaching. Bulger, Mohr, and Walls, The Journal of Effective Teaching, 2002; 5(2). Available at: http://www.uncwil.edu/cte/et/articles/bulger/ http://www.uncwil.edu/cte/et/articles/bulger/ Supports the “Four Aces” concept with evidence from educational literature. Death by PowerPoint by Alexei Kapterev. Available at: http://www.slideshare.net/thecroaker/death-by-powerpoint http://www.slideshare.net/thecroaker/death-by-powerpoint An entertaining presentation of practical “do’s and do not’s” for PowerPoint presentations. How do I use PowerPoint to Teach? By Patrick Crispen. Available at: http://netsquirrel.com/powerpoint/powerpoint/how_do_i_use_powerpoint_to_teach.zip http://netsquirrel.com/powerpoint/powerpoint/how_do_i_use_powerpoint_to_teach.zip A detailed set of recommendations for using PowerPoint in education, with an evidence-based slant. Contains a list of references. 87 slides, but each is only a few sentences! Twelve tips for use of a white board in clinical teaching: Reviving the chalk talk. Orlander, Medical Teacher, 2007; 29: 89-92 A concise approach to using the white-/chalk-board to its best advantage in the clinical setting.
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References and Resources Improved Learning in a Large-Enrollment Physics Class. Deslauriers, Schelew, Wieman, Science, 2011; 332: 862-864. A great example of a study that finds benefit in “flipped” classroom-style learning. Team-based Learning Collaborative website. http://www.teambasedlearning.org/http://www.teambasedlearning.org/ This excellent website has lots of orientation materials and examples of lessons. UCSF Academy of Medical Educators TIP-TOP program http://medschool.ucsf.edu/academy/faculty_development/tip-top.aspx The SOM Academy has a program called “TIP-TOP” in which you can sign up to either 1) observe a seasoned teacher (TIP) or 2) be observed by a seasoned teacher and receive supportive structured feedback. Please see the Academy website for more details.
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