Large Group TeachingKey Educational Skills Series

November 12, 2013Tracy Fulton, PhD and Zane Amenhotep, MDWith special thanks to Susan Masters, PhD

Learning ObjectivesBy 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!

What makes for an effective lecture?

• As you watch these clips, take note of something “good” and something “bad” about each.

What “good” vs “bad” behaviors are they modeling? (In one word!)

Think – pair - share

Dimensions of effective lecturing,

based on student performance “The Four Aces”1. Outcomes-based

teaching2. Clarity3. Engagement4. Enthusiasm

Bulger, S., Mohr, D., and Walls, R. (2002)Brophy, J. and Good, T.L. (1986)

Ace of : Outcomes-based teaching through use of learning

objectives

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”

Ace of : Be clear through…1. Organization2. Use of visuals3. RESTRAINT

Organizing a lecture

CB B C CB

A A

1 2 3

A

Introduction Conclusion

Ace of : Clarity

For many people, the introduction and conclusions are the most memorable parts!

Planning the Introduction

• Preview and/or bridge from last lecture

• Establish climate

• Gain attention

Ace of : Clarity

Organizing the Body

Select three to fivekey 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

12

123

12

12

123

Ace of : Clarity

Planning the Conclusion

• Summarize and provide closure

• Bridge to next lecture

• Build in time for questions

• Finish concretely - “Thank you”

Ace of : Clarity

Visuals: the rationale

• Illustrate ideas• Capture and

focus attention• Increase

learning

Telling aloneShowing aloneTelling & showing

As long as they are related to your key points!

Ace of : Clarity

PowerPoint

Ace of : Clarity

Pros Cons

Part II: “Aim”…

How would you react to this slide?

How could you improve it?

Ace of : Clarity

• 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

A. 16B. 26C. 36D. 46E. 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

Likely To Be Too Much For 50 Minutes

How would you react to this slide?

How could you improve it?

Ace of : Clarity

esophagusstomachcolon

How would you react to this slide?

How could you improve it?

Ace of : Clarity

Just… Keep it simple!

• Annotate/progressive visuals• Simple template• Stick to learning objectives• One idea per slide

Ace of : Clarity

Part III: “Fire!”Be careful with the laser pointer!

“For God’s sake, Edwards. Put the laser pointer away.”

• 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

Ace of : Engage!Get attention

Active learning

Can you list techniques used during this lecture that

promote active learning?

Ace of : Engagement

Group brainstorm

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

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

Ace of : Be enthusiastic (in your own way…)

Delivering dynamic lectures

Enthusiasm, enthusiasm, enthusiasm!

Bueller?

Part III: “Fire!”Ace of : Enthusiasm

Delivering dynamic lectures

• Effectively use– Voice– Movement– Gestures– Eye contact– Humor

Part III: “Fire!”Ace of : Enthusiasm

See Walter Lewin, MIT physics prof, for

enthusiasm!

Ace of : Enthusiasm

Practice: preferably with a human

Especially the transitions

Practice: Check Out the Venue

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!

References and Resources• Practical teaching: Great presentations every time. Irby, The Clinical Teacher, 2004; 1: 5-

9A 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/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-powerpointAn 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.zipA 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: 89-92A concise approach to using the white-/chalk-board to its best advantage in the clinical setting.

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/ 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.