Lectures for Lectures for LearningLearning

Maryellen E. Gusic MDMaryellen E. Gusic MD

Penn State College of Penn State College of MedicineMedicine

A Captive AudienceA Captive Audience

Planning a Teaching and Planning a Teaching and Learning SessionLearning Session

Conduct a Needs AssessmentConduct a Needs Assessment Develop Learning ObjectivesDevelop Learning Objectives Develop Teaching Materials and Develop Teaching Materials and

MethodsMethods TeachTeach Evaluate Teaching EffectivenessEvaluate Teaching Effectiveness

Needs AssessmentNeeds Assessment Who is your audience?Who is your audience?

What do you want to teach and why?What do you want to teach and why?

Why should the student be motivated to Why should the student be motivated to learn?learn?

Gen X and Gen YGen X and Gen YKipnis DG and Childs GM. Medical Reference Services Kipnis DG and Childs GM. Medical Reference Services

Quarterly 2004Quarterly 2004

Individuals who want a voiceIndividuals who want a voice Value rapport with teacher and with Value rapport with teacher and with

each othereach other Class time is both educational and socialClass time is both educational and social Don’t want to be passive learnersDon’t want to be passive learners Want variety in their learningWant variety in their learning Want real world relevance Want real world relevance Want current informationWant current information Want sounding boards/feedbackWant sounding boards/feedback

Our Current Generation Our Current Generation of Learnersof Learners

Tech savvyTech savvy ResourcefulResourceful Low threshold Low threshold

for boredomfor boredom

Prefer action to observationPrefer action to observation

Learning ObjectivesLearning Objectives What do you expect your students to learn?What do you expect your students to learn?

Identifies most important areas for learningIdentifies most important areas for learning

Focus for teacher and student (“same Focus for teacher and student (“same page”)page”)

Includes content analysis to determine Includes content analysis to determine appropriate knowledge, skills, and attitudesappropriate knowledge, skills, and attitudes

Learning ObjectivesLearning Objectives

Learning Objectives should be “SMART”Learning Objectives should be “SMART”

SS SpecificSpecific MM MeasurableMeasurable AA Attainable for Target AudienceAttainable for Target Audience RR Relevant and Results OrientedRelevant and Results Oriented TT Targeted to LearnerTargeted to Learner

Learning Learning Objectives and Objectives and Hierarchy of Hierarchy of

LearningLearning

KNOWLEDGE INTELLECTUAL ABILITIES AND SKILLS

Define

Memorize

Repeat

Record

List

Recall

Name

Identify

KNOWLEDGE

Restate

Discuss

Describe

Recognize

Explain

Express

Locate

Review

Tell

Report

Acquire

Comprehend

COMPREHENSION

Translate

Interpret

Apply

Employ

Perform

Exhibit

Use

Demonstrate

Dramatize

Practice

Illustrate

Operate

Schedule

Shop

Sketch

APPLICATION

Distinguish

Analyze

Differentiate

Appraise

Calculate

Experiment

Test

Compare

Contrast

Criticize

Diagram

Inspect

Debate

Question

Relate

Solve

Examine

ANALYSIS Compose

Plan

Propose

Design

Formulate

Arrange

Assemble

Collect

Construct

Create

Develop

Organize

Manage

Prepare

SYNTHESIS

Judge

Appraise

Evaluate

Rate

Compare

Value

Revise

Score

Select

Choose

Assess

Estimate

Measure

EVALUATION

Teaching MethodsTeaching Methods

What is the best way to teach?What is the best way to teach?

Teaching StrategiesTeaching Strategies

Determine which style will most Determine which style will most effectively accomplish objectiveseffectively accomplish objectives Be flexible/expand your repertoireBe flexible/expand your repertoire

Roles for teacher and learners must Roles for teacher and learners must be clarified for each interactionbe clarified for each interaction Customize learningCustomize learning

Use of appropriate method increases Use of appropriate method increases likelihood of learninglikelihood of learning

Learning PyramidLearning Pyramid Lecture 5%Lecture 5%

Reading 10%Reading 10% Audio Visual 20%Audio Visual 20%

Demonstration 30%Demonstration 30% Discussion Group 50%Discussion Group 50% Practice by Doing 75%Practice by Doing 75%

Teaching Others 90%Teaching Others 90%

Eyler and GilesEyler and Giles

LecturesLectures

Teacher as dispenser of informationTeacher as dispenser of information Allow dissemination of information not Allow dissemination of information not

available anywhere elseavailable anywhere else Can establish learner interest in subjectCan establish learner interest in subject Introduce or organize an area of Introduce or organize an area of

contentcontent Promote short term retentionPromote short term retention

LecturesLectures

Not appropriate whenNot appropriate when:: Objective involves application Objective involves application

of skills or information or task involves of skills or information or task involves

change in attitudes or behaviorchange in attitudes or behavior Long term retention requiredLong term retention required Content is complex or abstractContent is complex or abstract Learner participation is necessary to achieve Learner participation is necessary to achieve

objectiveobjective Analysis, synthesis, or integration is requiredAnalysis, synthesis, or integration is required

Effective Lectures…for Effective Lectures…for LearningLearning

Teacher-student interactionTeacher-student interaction Conversation/discussion with questions Conversation/discussion with questions

between teacher and studentbetween teacher and student Learning is responsibility of both teacher Learning is responsibility of both teacher

and learnerand learner Opportunities for application/problem Opportunities for application/problem

solvingsolving Use of varied mediaUse of varied media Not a note taking frenzy!Not a note taking frenzy!

In the Beginning…In the Beginning…

Clarify the expected roles of the Clarify the expected roles of the learnerslearners

Think about how you will connect Think about how you will connect them to one anotherthem to one another

Connect the learners to the materialConnect the learners to the material State what you will be talking about and State what you will be talking about and

put it in contextput it in context Create meaningCreate meaning Create interestCreate interest

The “Meat” of the The “Meat” of the MaterialMaterial

Present 2-3 key pointsPresent 2-3 key points Involve learners in review of materialInvolve learners in review of material

—help them use and remember it—help them use and remember it Adjust the pace to the complexity of Adjust the pace to the complexity of

the material and experience of the the material and experience of the learnerlearner

Use short sentences/Use short sentences/

define terminologydefine terminology

Make Your Key PointsMake Your Key Points

Introduce in the beginning, state in Introduce in the beginning, state in the middle and summarize in the endthe middle and summarize in the end Keystones around which you organize Keystones around which you organize

the information presentedthe information presented Learners will also organize their Learners will also organize their

thoughts about the material around thoughts about the material around these key pointsthese key points

Make connections/provide context & Make connections/provide context & transitionstransitions

Public Speaking “101”Public Speaking “101”

PracticePractice Use extended eye contactUse extended eye contact Use your voice Use your voice

(pitch, volume, pace, pauses)(pitch, volume, pace, pauses) movement and gestures effectivelymovement and gestures effectively Be in control of the presentation Be in control of the presentation and the audienceand the audience Use your visuals to support your Use your visuals to support your

presentationpresentation

Use of Audiovisual Aids:Use of Audiovisual Aids: Power Point Slides Power Point Slides

Practice with equipmentPractice with equipment Slides should be concurrent with verbal Slides should be concurrent with verbal

contentcontent Pause to allow audience to redirect Pause to allow audience to redirect

attentionattention Talk to audience/Talk to audience/

don’t read slidesdon’t read slides Explain graphicsExplain graphics Use verbal cues for next slideUse verbal cues for next slide

Using Power Point SlidesUsing Power Point Slides

Total number of slides = 1/2 number Total number of slides = 1/2 number of minutes in presentationof minutes in presentation

One topic per slideOne topic per slide 3-7 bullets/slide 3-7 bullets/slide 32 point for text32 point for text Consider background, color, Consider background, color,

contrast, “special effects”, font, case contrast, “special effects”, font, case selection, alignmentselection, alignment

Concluding the Learning Concluding the Learning ExperienceExperience

Review your key pointsReview your key points Facilitate learners’ making the link Facilitate learners’ making the link

between this new material and past between this new material and past knowledge and experiencesknowledge and experiences

Link new knowledge with future Link new knowledge with future applications of materialapplications of material

Planning Your Next Planning Your Next Didactic PresentationDidactic Presentation

Think about the next lecture you are Think about the next lecture you are scheduled to present…scheduled to present…

What is the topic?What is the topic?Who is the audience?Who is the audience?What are your learning objectives?What are your learning objectives?

Planning Your Next Planning Your Next LectureLecture

What strategies/techniques will you What strategies/techniques will you use to promote active learning: use to promote active learning: To create personal meaning for learnersTo create personal meaning for learners To promote understanding of new To promote understanding of new

conceptconcept To allow practical applicationTo allow practical application To stimulate synthesis of information To stimulate synthesis of information

for use in future? for use in future?

Small group brainstorming….Small group brainstorming….

Evaluate Teaching Evaluate Teaching EffectivenessEffectiveness

Were the learning objectives achieved?Were the learning objectives achieved?

Includes learner, teacher and educational Includes learner, teacher and educational programprogram

Did the learner learn? Did the learner learn? Did the teacher teach?Did the teacher teach? What were the quality of What were the quality of the teaching techniques?the teaching techniques?

How can the session be improved?How can the session be improved?

““A yawn is nature’s way of giving the A yawn is nature’s way of giving the person listening to a speaker an person listening to a speaker an opportunity to open his mouth.”opportunity to open his mouth.”

Gian Vincenzo GravinaGian Vincenzo Gravina