engaging lecture for effective learning · x technology option: use hotseat (or another mobile app)...

12
2/21/18 1 Engaging Lecture for Effective Learning February 22, 2018 Kristi Rudenga Kaneb Center for Teaching and Learning Learning Goals A2er today’s workshop, you will Have a “road map” to follow when preparing an engaging lecture Understand the importance of incorporaEng acEve learning into lectures and have strategies to do so Have designed an acEve learning acEvity for one of your lectures Be able to list engaging lecture delivery techniques

Upload: ngohuong

Post on 14-Aug-2018

217 views

Category:

Documents


0 download

TRANSCRIPT

2/21/18%

1%

%%%Engaging Lecture for Effective Learning

February(22,(2018(

Kristi(Rudenga(Kaneb(Center(for(Teaching(and(Learning(

(

Learning%Goals%

•  A2er%today’s%workshop,%you%will%– Have%a%“road%map”%to%follow%when%preparing%an%engaging%lecture%

– Understand%the%importance%of%incorporaEng%acEve%learning%into%lectures%and%have%strategies%to%do%so%

– Have%designed%an%acEve%learning%acEvity%for%one%of%your%lectures%

– Be%able%to%list%engaging%lecture%delivery%techniques%

2/21/18%

2%

PreparaEon:%Ge#ng&Ready&

•  Know%your%topic%and%Audience%– Demographic%and%prior%knowledge%– Keep%focus%narrow;%only%a%few%key%points!%

The%planning%process:%Learning%goals%

•  Begin%with%the%end%in%mind%%

•  How%do%you%hope%students%will%be%different%a2erward?%–  Knowledge,%skills,%aRtudes?%

•  Stay%learnerTfocused%

•  AUainable%goals%

2/21/18%

3%

Sample%lecture%learning%goals%•  Clinical%psychology:%Students%will%be%able%to%differenEate%between%the%major%types%of%psychotherapy.%

•  Biology:%Students%will%be%able%to%calculate%the%probability%that%an%individual%in%a%pedigree%has%a%parEcular%genotype%or%phenotype.%

•  History:%students%will%understand%the%major%arguments%for%and%against%the%use%of%atomic%bombs%in%World%War%II.%

The%planning%process:%Dra2ing%an%outline%

•  Beginning%–  Overview,%outcomes,%puRng%it%in%context,%aUenEon%grabber%

•  Middle%– Making%your%major%points%–  3T5%major%points%–%less%is%more!%–  Have%a%coherent%&%logical%plan%for%developing%your%story%

•  End%–  Recap,%assess,%point%to%next%session,%class%business%

2/21/18%

4%

The%Importance%of%AcEve%%Learning%in%a%Lecture%

•  The%15Tminute%aUenEon%span%(Bligh,%2000;%Middendorf%&%Kalish,%1996)%

•  Only%24%%of%lecture%content%retained%a2er%8%weeks!%

•  Increased%student%engagement%and%interacEon%increases%learning%gains%and%retenEon%(Knight%&%Wood%2005,%Prince%2004)%

IncorporaEng%AcEve%Learning:%Engaged&Learning&Strategies&

•  ThinkTpairTshare%•  Polleverywhere.com%

•  Small/Large%Group%Discussions%%

•  Comprehension%Quizzes%%

•  PracEce%Homework%Problems%•  FreeTwriEng%

2/21/18%

5%

AcEve%Learning%Elements:%When?%

•  Aim%to%incorporate%at%least%one%acEve%learning%element%for%every%15%minutes%of%lecture%

•  Try%for%one%per%topic%

Active Learning in the Large Class

7

x “Bob Melton (Aerospace Engineering) contributes another activity: "Once or twice a week I ask students to divide up into pairs and give them a question to answer. This is usually in the last 10 minutes of class. Sometimes I ask the pairs to write a one-minute paper together, stating a key idea that they've learned that day; then they also have to pose a question for me. (I quickly review the exercise at the beginning of the next class and answer a few of these questions.) I assess their written responses using a rough scale of 1-3, but these scores do not count toward their final grades. I check the correlation between these scores and their test scores--it's usually rather high--and tell them this as a means of encouraging their participation in these exercises." (“Large  Class  FAQ:  Active  Learning  Elements,”  2007).

x Technology option: Use Hotseat (or another mobile app) to collect the students’  key  ideas  and  questions during the lecture and  possibly  have  students  ‘vote’  on  them. Check Hotseat and use the last 5 minutes of class for the most common questions.

x “Several faculty members mentioned using the bookends procedure to provide a structure for these

turn-to-your-neighbor student conversations (see Figure 3.1). The bookends procedure usually begins with an engagement activity—a question or task that both sparks  the  students’  curiosity and helps the instructor discover what they already know about the material. A simple and commonly used  engagement  activity  is,  “List  at  least  three insights you gained from the reading assignment and at  least  one  question.” The middle part is a series of back-and-forth transitions between the instructor talking and students working individually and then in pairs or threes. The final bookend activity is a guided reflection on the class using questions such as, “What  were  the  most important concepts  today?”  or  “What  was  the  muddiest  point?”  or  “Explain  the  following concept in your own words.” A few instructors combined the bookends procedure with permanent, fixed membership groups in order to create more cohesiveness and to deepen the level of conversation” (Smith, 2000, pp. 26–27)

(Smith, 2000)

x Technology  option:  Use  Hotseat  (or  another  mobile  app)  to  collect  the  students’ discussions and any questions.

PuRng%it%all%together%

•  Don’t%forget%the%bookends!%

2/21/18%

6%

PreparaEon:%Checklists%

Things%to%do%before%lecture%–  PracEce%2x%for%audience%–  Visit%room,%see%technology%

– Make%cards%–  Create%handout%–  Polish%outline%–  Plan%for%geRng%feedback?%

Items%to%take%to%your%lecture%–  Laptop%–  Connector%–  Laser%pointer/clicker%–  “clicker”%cards%– Handouts%– Outline%– Water%

Final%PreparaEon%

•  Check(out(your(classroom(in(advance(•  Create(an(outline(that(works(for(you(•  Create(and(polish(your(multimedia(•  Make(checklists((

•  Practice,(practice!(– Transitions,(timing,(streamlining(

•  If(extra(nervous:(– Script(your(Jirst(5(minutes(

2/21/18%

7%

PreparaEon:%Presenter&View&

Delivery:%Before&the&Lecture&

•  Arrive%early%to%set%up%•  Engage%students%in%conversaEon%(Davis,%2009)%

2/21/18%

8%

Delivery:%Star;ng&the&Lecture&

•  Begin%with%an%outline%and%learning%goals%– Try%the%blackboard!%

•  Get%a%feel%for%students’%prior%knowledge%•  Don’t%be%afraid%to%wander!%

Delivery:%Finishing&Strong&

•  Reserve%5%minutes%to%recap%and%wrap%up%the%main%points%– BeUer%yet,%have%students%recap%main%points!%

•  Go%over%those%learning%goals%again%and%see%if%students%feel%they%aUained%them%

•  Prepare%students%for%what’s%ahead%•  AUend%to%housekeeping%

2/21/18%

9%

Delivery:%A>er&Your&Lecture&

•  Make%notes%to%yourself%immediately%a2er%your%lecture%

•  Can%even%add%an%extra%slide%at%the%end%of%your%lecture%and%add%it%in%there%a2er%your%lecture%

Resources%

•  Barkley,%E.%F.,%Cross,%K.%P.,%&%Major,%C.%H.%(2005).%Collabora;ve&learning&techniques:&A&handbook&for&college&faculty.%%San%Francisco,%CA:%JosseyTBass.%%

•  Bligh,%D.%A.%(2000).%What’s&the&use&of&lectures?.%San%Francisco:%JosseyTBass.%

•  Davis,%B.%G.%(2009).%Tools&for&teaching&(2nd%ed.).%San%Francisco,%CA:%JosseyTBass.%

•  McKeachie,%W.%J.,%et%al.%(2006).%McKeachie's%Teaching%Tips%(12th%ed.).%Chapter%6.%

!!!!!!! ! ! ! !

! !

Preparing)a)Lecture)!

1. Name!your!topic)&)audience.)!!

!!!!!!

2. List!3!learning)goals.!What'knowledge,'skills,'or'attitudes'do'you'hope'students'will'have'as'a'result'of'your'lecture?!!Example:'students'will'be'able'to'describe'reasons'why'peanut'allergy'rates'have'dramatically'increased'in'the'last'several'decades.''

!!!

!!!!!!

!!!

3. Outline!or!map!the!body)of)your)lecture!below.!!Think'about'how'you'will'logically'develop'your'material'–'in'story'form?'Presenting'2'sides'of'a'debate?'Describing'a'problem'and'its'solution?'

!!!!

!!!

!!!!!!!!!!!

!!!!!!! ! ! ! !

! !

!!

4. Plan!the!timing!and!method!of!at!least!2!active)learning)elements.!Examples'include'thinkFpairFshare,'working'problems'individually,'clicker'questions,'notes'comparison,'etc.'

'!!!!!!!!!!!!!!!!!!!!!!!

5. Locate!or!create!whatever!multimedia)materials!you!will!include.!Examples'include'handouts,'Powerpoint,'video'clips,'recent'newspaper'articles,'political'cartoons,'recent'journal'articles,'etc.'''''

6. Polish!your)outline.)Create'a'document'that'will'let'you'teach'comfortably.!!!!

7. Create!a!checklist)of)materials!you!need!to!prepare!or!bring.!!Examples'include'multimedia'materials'above,'as'well'as'chalk/markers,'clickers/notecards,'a'laptop'and'power'cord,'laser'pointer,'printed'lecture'notes,'etc.''!!!

8. Practice!!