1. LECTURING FOR LEARNING Game 4 – February 2012

2. By the end of this session you should be able to: 1. Explain some appropriate uses of lectures 2. Describe an approach to planning a lecture from a learner (rather than teacher) perspective 3. Describe how to support student understanding as opposed to recall 4. Describe techniques for increasing student learning before, during and after lectures 5. Describe some ideas for evaluating lectures

3. Topics  Why lecture?  Designing for learning  Supporting learning  Evaluating learning

4. What constitutes a lecture?  Any situation in which a teacher or instructor talks to (or at!) a group of pupils, students or trainees.  Teacher led  Refers to educational approach rather than class size

5. A lecture is a process whereby the teachers notes become converted into the students’ notes without passing through the brains of either” If all the students who slept through lectures were laid end to end, they'd all be a lot more comfortable. Bad Press!

6. Why Lecture? – Ex.1 Take 5 minutes to brainstorm on a flip chart to the following related question  Why do you use lecturing as a teaching method?

7. Why Lecture?  Efficiency  Present a knowledge base  Direct learners in further learning  Feeling of having covered the curriculum  Efficiency  Generate for mcqs!!!!  Prioritise issues in the curriculum RationaleAdvantages

8. Advantages of lecturing  Cost-effective.  Communicates enthusiasm  Directs student learning  Provides expert insight  Overview of a complex field (Gestalt role)  Include new material not available elsewhere

9. Disadvatages of lecturing  Lecturer dependent.  Low student recall (wasted effort?)  Pace controlled by teacher, but learners learn at different rates.  Not great for higher order knowledge goals such as evaluation or synthesis of knowledge

10. Effectiveness of lectures  Bligh (2000) McKeachie (1990)  Lectures are as effective as other methods of knowledge transfer But!  Poorer knowledge retention  Students are less able to transfer knowledge to new situations  Not good for developing problem solving and critical thinking skills  Not good for changing attitudes

11. Teachers I have known Ex.2  Form groups of 2 or 3 persons  List characteristics of effective and ineffective lectures you have experienced as a student  Task time – five minutes  Report back

12. Your natural approach – Ex 3  Choose a narrow topic from your field of expertise  Write one learning objective  Outline a brief lecture design  Show it to your neighbour and discuss  Task time – 10 minutes

13. The learners perspective  The working memory phenomenon  http://faculty.washington.e du/chudler/stm0.html http://faculty.washington.e du/chudler/stm0.html

14. Prior knowledge effect Diabetes is a metabolic disorder of multiple etiology (causes) characterized by hyperglycemia with carbohydrates, fat, and protein metabolic alterations that result in defects in the secretion of insulin, its action or both.

15. 事前知識の効果  糖尿病は、複数の病因（原因）炭水化物、 脂肪と高血糖を特徴とし、蛋白質代謝の変 化の代謝障害されていることをインスリン、 そのアクションまたはその両方の分泌の欠 陥の結果。

16. As Gary Larsson put it.......

17. Difficult concepts Problem  Experienced teachers know what these are  Locate them by asking students or looking at responses to assessment Response  Prepare and collect powerful analogies and examples  Try explaining concept two or three different ways  Provide prototypical application first then move to atypical uses

18. Students’ Performance Levels Time Performance Level (Lloyd & Thomas)

19. Adapted from Bligh 2000

20. Lecture – Gestalt Approach  Novices cannot see the wood for the...  You need to show them  how the knowledge is structured,  the underlying principles that knit everything together  The core understandings that allow them to build their knowledge further  They can and will add the detail themselves

21. A Key Question…………  Design and Sequence the lecture  Choose appropriate media and materials “How can I help my students to learn during my lecture?”

22. Helping students to learn  Use concrete exercises to increase student awareness of prior knowledge  Slow down!!!  Break or change activity every 10 -15 minutes Brainstorm, Buzz Groups, Puzzles Note taking breaks  Less is more – think Gestalt  Collect powerful analogies and examples (video etc)  Use regular (student) summaries  Incomplete, challenging handouts

23. Handouts  Handouts can encourage better learning if they allow students more time to listen and think  Handouts should provide a scaffold on which students can build their understanding of a topic  Handouts should provide a summary of the major themes while avoiding an exhaustive explanation of each  Handouts can be used to direct further learning, by including exercises and questions with suggested reading lists

24. Preparation – Summary  Write clear objectives  Select content on ‘need to know’ basis  Design structure to support learning  Choose appropriate media to support learning

25. Evaluation: How am I doing? Process evaluation  Micro teaching with feedback (any takers?)  Videotape your lecture and view the tape yourself (checklist)  Peer review (checklist)  Student questionnaire surveys

26. Evaluation - Outcomes  Minute paper (see handout)  In class assessment (e.g. Mini-quiz)  Ask some students to let you see their notes  End of semester assessments  Examine students’ use of your material in projects

27. Summary  Have clear objectives for each lecture  Make sure your choice of content, structure and strategies match those objectives  Choose strategies which encourage student learning  Evaluate lecturing process and student learning outcomes