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Interactive
Lecture
Dr. D. Joseph Anbarasu,
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Traditional Lecture Vs.Interactive Computer
Learning
While this shift to just in time
information provided bycomputer is occurring, there is,and will continue to be, a needfor educators who are preparedto deliver lectures.
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Edge over OtherMethods
Vella (1992) thelecture as the formalpresentation ofcontent by theeducator (as subjectmatter expert) forthe subsequentlearning and recall inexaminations by
students. Ruyle (1995) the
lecture simply as anoral pre-sensation ofinstructional
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Purpose of the Session
Examine thecharacteristics of alecture,
Offer suggestionsfor planning anddelivering moreeffective lectures,and
Recommend waysto evaluatelectures.
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CHARACTERISTICS OF THE LECTURE
METHOD
Have a poorreputation
The lecture formatfor large classes isoutdated andineffective
A one-way processunaccompanied bydiscussion,
questioning orimmediate practice
It is the instructorspoint of view, andthe students need
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CHARACTERISTICS OF THE LECTURE
METHOD
Students have copies ofthe lecture notes or atext, a significantpercentage would preferreading them ratherthan attending classesthat offer little or nointeraction
Not using the keyteaching skills includingquestioning,demonstrating,providing positivereinforcement and
reviewing. Lacks active learningactivities includinganalysis of case reports,problem-solvingexercises, studentpresentations andstudents working
coo erativel in rou s
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Comparison
Two-wayCommunication
Educator-studentquestions
SharedResponsibility
Small group,problem-solving
activities Variety of supporting
media
No interaction One-way
Communication
Few questions Dependability forinformation
No Student Activities No supporting media
Extensive notetaking
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When to Lecture?
Lecture is appropriatewhen:
Disseminatinginformation quickly toa large audience
Presenting newinformation beforeusing other media oractivities (e.g., a brieflecture before playinga videotape)
Providing an overviewof a topic Arousing interest in a
topic
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Planning Interactive Lectures
Effective lectures donot just happenthey are planned.
The educator must:qEstablish the
purpose of thelecture
qConsider thelogistics of the
lectureqPlan a variety of
approaches (e.g.,use of questioning,media, small group
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Purpose of the Lecture
Transferringinformation from theinstructor to thestudent.
Purpose shoulddescribe in generalterms what thestudents will learnduring the lecture. Itusually is not written
in measurable terms An objective is aprecise andmeasurablestatementdescribing what the
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Lecture Logistics
The instructorshould next considerits length
The number ofparticipantsattending a lecturehas a significantimpact
The size and shapeof the lecture roomsize and shape ofthe lecture roomalso influence the
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Questioning Techniques
120- Both educator and students ask manyquestions. Students discuss lecture content witheducator and among themselves.
2130 -Educator asks questions, which studentsanswer. Students ask some questions. There issome discussion among students.
3150-Educator asks questions, which studentsanswer. Students ask some questions. There islimited discussion among students.
51100-Educator asks questions, and only asmall number of the students answer them.Students ask some questions. Students are ableto discuss content only with other studentsseated near them. There is little or no feedbackto the educator.
> 100- Educator asks questions, and studentsraise their hands to either agree or disagree.
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Lecture Components Five
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An Effective Lecture Style
Introduction Body Summary.
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Introduction
Capture the interestand attention of thestudents.
To make studentsaware of theinstructorsexpectations and
encourage a positivelearning climate A good introduction
is critical to the
success of a lecture.
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Tips for Introduction
Review lecture objective(s) Ask a rhetorical question. Ask for a show of hands in
response to a generalquestion.
Ask a series of questionsrelated to the lecturetopic.
Use an interesting orfamous quotation.
Relate the topic to
previously coveredcontent. Use a case study or
problem-solving activity.
Use a videotape or othermedia.
Show an appropriatecartoon with the overheador slide projector.
Make a provocativestatement to encouragediscussion.
Give a demonstration. Use a game or role play. Relate the topic to future
work experiences. Share a personalexperience.
Relate the topic to a real-life experience.
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The body
Core of theinformation to betransferred to the
studentsThe instructor use
brain-storming,discussions,
problem-solvingactivities, casestudies and gamesto make the lecturemore interactive.
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Lecture Summary
Be brief and addressonly main points
Ask the students
for questions. Ask questions of
the students. Use a
transparency, slideor flipchart toreview thesummary points.
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Lecture Notes
Serve as a script orset of cues tofollow during the
lecture Key words, phrases
and otherreminders
e.g., Audiovisualcues, questions,examples, notesfor activities
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Uses of Lecture Notes
Lecture notes helpthe instructor:
Stay on topic andprevent getting lost.
Cover the main pointswithout forgettinganything.
Glance at a specificpoint and quickly
return attention to thestudents.
Relax and focus ondelivery instead ofworrying about what
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Seven Basic Approaches to Outline
Key Points
Standard sheets ofpaper (full-page ortwo-column)
Note cards Overheadtransparencies
Flipchart pages Slides
Computer-basedprojections
Pages from a report,text or manual
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PresentationTechniques
Use the lecture notesprepared during theplanning stage.
Open the lecture with a
good introduction. Communicate on apersonal level..
Maintain eye contactwith the students.
Exhibit enthusiasm aboutthe topic
Project the voice Avoid the use of slang or
repetitive words Use a variety ofaudiovisual media
Provide positive feedback Display a positive use of
humor
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Tips to Reduce PresentationAnxiety
Avoid eating a bigmeal before thelecture
Arrive early
media equipment isworking lighting and
temperature controls Decide where the
lecture notes will beplaced
Have a glass ofwater
Go for a short walkjust before the
lecture Look over your
lecture notes onelast time
Greet students asthey enter the room
Take a few deepbreaths to relax
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Evaluating Lectures
There are threeformal techniques
feedback from
the students self-evaluation observer
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Summary
The first few minutes of a lecture areimportant. Plan them well!
Verbal communication skills are critical.
Nonverbal communication skills also arevery important Effective questioning and interaction Summary Evaluation
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Thank youWishing you