Delivering Lecture
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Interactive Lecture
Dr. D. Joseph Anbarasu,
Lecturing Arredondo et al (1994) “although the lecture method is used extensively in education, academician often are not trained in giving effective lectures.”
Traditional Lecture Vs. Interactive Computer Learning While this shift to “just in time” information provided by computer is occurring, there is, and will continue to be, a need for educators who are prepared to deliver lectures.
Edge over Other Methods Vella (1992) “the lecture as the formal presentation of content by the educator (as subject matter expert) for the subsequent learning and recall in examinations by students.” Ruyle (1995) “the lecture simply as an oral pre-sensation of instructional material.”
Purpose of the Session Examine the characteristics of a lecture, Offer suggestions for planning and delivering more effective lectures, and Recommend ways to evaluate lectures.
CHARACTERISTICS OF THE LECTURE METHOD Have a poor reputation The lecture format for large classes is outdated and ineffective A one-way process unaccompanied by discussion, questioning or immediate practice It is the instructor’s point of view, and the student’s need for interaction with
CHARACTERISTICS OF THE LECTURE METHOD Students have copies of the lecture notes or a text, a significant percentage would prefer reading them rather than attending classes that offer little or no interaction Not using the key teaching skills including questioning, demonstrating, providing positive reinforcement and reviewing. Lacks active learning activities including analysis of case reports, problem-solving exercises, student presentations and students working cooperatively in groups
Comparison
Two-way Communication Educator-student questions Shared Responsibility Small group, problem-solving activities Variety of supporting media Limited Note-taking
No interaction One-way Communication Few questions Dependability for information No Student Activities No supporting media Extensive note taking
When to Lecture? Lecture is appropriate when: Disseminating
information quickly to a large audience Presenting new information before using other media or activities (e.g., a brief lecture before playing a videotape) Providing an overview of a topic Arousing interest in a topic
When not to Lecture? Lecture is not appropriate when: Presenting complex, detailed or abstract information Dealing with information concerning feelings and attitudes Training in psychomotor (handson) skills Teaching high-level cognitive skills (e.g., synthesis and evaluation)
Planning Interactive Lectures
Effective lectures do not just happen— they are planned. The educator must: q Establish the purpose of the lecture q Consider the logistics of the lecture q Plan a variety of approaches (e.g., use of questioning, media, small group activities)
Purpose of the Lecture
Transferring information from the instructor to the student. Purpose should describe in general terms what the students will learn during the lecture. It usually is not written in measurable terms An objective is a precise and measurable statement describing what the student will learn by
Lecture Logistics The instructor should next consider its length The number of participants attending a lecture has a significant impact The size and shape of the lecture room size and shape of the lecture room also influence the design and delivery
Questioning Techniques
1–20- Both educator and students ask many questions. Students discuss lecture content with educator and among themselves. 21–30 -Educator asks questions, which students answer. Students ask some questions. There is some discussion among students. 31–50-Educator asks questions, which students answer. Students ask some questions. There is limited discussion among students. 51–100-Educator asks questions, and only a small number of the students answer them. Students ask some questions. Students are able to discuss content only with other students seated near them. There is little or no feedback to the educator. > 100- Educator asks questions, and students raise their hands to either agree or disagree.
Lecture Components – Five Approaches to Maximize
An Effective Lecture Style
Introduction Body Summary.
Introduction Capture the interest and attention of the students. To make students aware of the instructor’s expectations and encourage a positive learning climate A good introduction is critical to the success of a lecture.
Tips for Introduction
Review lecture objective(s) Ask a rhetorical question. Ask for a show of hands in response to a general question. Ask a series of questions related to the lecture topic. Use an interesting or famous quotation. Relate the topic to previously covered content. Use a case study or problem-solving activity.
Use a videotape or other media. Show an appropriate cartoon with the overhead or slide projector. Make a provocative statement to encourage discussion. Give a demonstration. Use a game or role play. Relate the topic to future work experiences. Share a personal experience. Relate the topic to a reallife experience.
The body Core of the information to be transferred to the students The instructor use brain-storming, discussions, problem-solving activities, case studies and games to make the lecture more interactive.
Lecture Summary Be brief and address only main points Ask the students for questions. Ask questions of the students. Use a transparency, slide or flipchart to review the summary points.
Lecture Notes
Serve as a script or set of cues to follow during the lecture Key words, phrases and other reminders e.g., Audiovisual cues, questions, examples, notes for activities
Uses of Lecture Notes Lecture notes help the instructor: Stay on topic and prevent getting lost. Cover the main points without forgetting anything. Glance at a specific point and quickly return attention to the students. Relax and focus on delivery instead of worrying about what point to make next.
Seven Basic Approaches to Outline Key Points
Standard sheets of paper (full-page or two-column) Note cards Overhead transparencies Flipchart pages Slides Computer-based projections Pages from a report, text or manual
Presentation Techniques
Use the lecture notes prepared during the planning stage. Open the lecture with a good introduction. Communicate on a personal level.. Maintain eye contact with the students.
Exhibit enthusiasm about the topic Project the voice Avoid the use of slang or repetitive words Use a variety of audiovisual media Provide positive feedback Display a positive use of humor
Smooth Transitions A brief overview of
the next topic A review of the agenda between topics A change of media An interim summary before a new topic An activity (case study or problemsolving activity) Close the lecture with a brief but powerful summary.
Tips to Reduce Presentation Anxiety
Avoid eating a big meal before the lecture Arrive early media equipment is working lighting and temperature controls Decide where the lecture notes will be placed
Have a glass of water Go for a short walk just before the lecture Look over your lecture notes one last time Greet students as they enter the room Take a few deep breaths to relax
Evaluating Lectures There are three formal techniques feedback from the students self-evaluation observer
Three-step Process to Conduct a Self-evaluation Arrange to have the lecture videotaped At the conclusion of the lecture, distribute a student satisfaction form Using a lecture skills checklist, watch the videotape (with an experienced presenter if there is one) and critique the performance.
Summary The first few minutes of a lecture are important. Plan them well! Verbal communication skills are critical. Nonverbal communication skills also are very important Effective questioning and interaction Summary Evaluation
Wishing you
Thank you
Dr. D. Joseph Anbarasu,
Lecturing Arredondo et al (1994) “although the lecture method is used extensively in education, academician often are not trained in giving effective lectures.”
Traditional Lecture Vs. Interactive Computer Learning While this shift to “just in time” information provided by computer is occurring, there is, and will continue to be, a need for educators who are prepared to deliver lectures.
Edge over Other Methods Vella (1992) “the lecture as the formal presentation of content by the educator (as subject matter expert) for the subsequent learning and recall in examinations by students.” Ruyle (1995) “the lecture simply as an oral pre-sensation of instructional material.”
Purpose of the Session Examine the characteristics of a lecture, Offer suggestions for planning and delivering more effective lectures, and Recommend ways to evaluate lectures.
CHARACTERISTICS OF THE LECTURE METHOD Have a poor reputation The lecture format for large classes is outdated and ineffective A one-way process unaccompanied by discussion, questioning or immediate practice It is the instructor’s point of view, and the student’s need for interaction with
CHARACTERISTICS OF THE LECTURE METHOD Students have copies of the lecture notes or a text, a significant percentage would prefer reading them rather than attending classes that offer little or no interaction Not using the key teaching skills including questioning, demonstrating, providing positive reinforcement and reviewing. Lacks active learning activities including analysis of case reports, problem-solving exercises, student presentations and students working cooperatively in groups
Comparison
Two-way Communication Educator-student questions Shared Responsibility Small group, problem-solving activities Variety of supporting media Limited Note-taking
No interaction One-way Communication Few questions Dependability for information No Student Activities No supporting media Extensive note taking
When to Lecture? Lecture is appropriate when: Disseminating
information quickly to a large audience Presenting new information before using other media or activities (e.g., a brief lecture before playing a videotape) Providing an overview of a topic Arousing interest in a topic
When not to Lecture? Lecture is not appropriate when: Presenting complex, detailed or abstract information Dealing with information concerning feelings and attitudes Training in psychomotor (handson) skills Teaching high-level cognitive skills (e.g., synthesis and evaluation)
Planning Interactive Lectures
Effective lectures do not just happen— they are planned. The educator must: q Establish the purpose of the lecture q Consider the logistics of the lecture q Plan a variety of approaches (e.g., use of questioning, media, small group activities)
Purpose of the Lecture
Transferring information from the instructor to the student. Purpose should describe in general terms what the students will learn during the lecture. It usually is not written in measurable terms An objective is a precise and measurable statement describing what the student will learn by
Lecture Logistics The instructor should next consider its length The number of participants attending a lecture has a significant impact The size and shape of the lecture room size and shape of the lecture room also influence the design and delivery
Questioning Techniques
1–20- Both educator and students ask many questions. Students discuss lecture content with educator and among themselves. 21–30 -Educator asks questions, which students answer. Students ask some questions. There is some discussion among students. 31–50-Educator asks questions, which students answer. Students ask some questions. There is limited discussion among students. 51–100-Educator asks questions, and only a small number of the students answer them. Students ask some questions. Students are able to discuss content only with other students seated near them. There is little or no feedback to the educator. > 100- Educator asks questions, and students raise their hands to either agree or disagree.
Lecture Components – Five Approaches to Maximize
An Effective Lecture Style
Introduction Body Summary.
Introduction Capture the interest and attention of the students. To make students aware of the instructor’s expectations and encourage a positive learning climate A good introduction is critical to the success of a lecture.
Tips for Introduction
Review lecture objective(s) Ask a rhetorical question. Ask for a show of hands in response to a general question. Ask a series of questions related to the lecture topic. Use an interesting or famous quotation. Relate the topic to previously covered content. Use a case study or problem-solving activity.
Use a videotape or other media. Show an appropriate cartoon with the overhead or slide projector. Make a provocative statement to encourage discussion. Give a demonstration. Use a game or role play. Relate the topic to future work experiences. Share a personal experience. Relate the topic to a reallife experience.
The body Core of the information to be transferred to the students The instructor use brain-storming, discussions, problem-solving activities, case studies and games to make the lecture more interactive.
Lecture Summary Be brief and address only main points Ask the students for questions. Ask questions of the students. Use a transparency, slide or flipchart to review the summary points.
Lecture Notes
Serve as a script or set of cues to follow during the lecture Key words, phrases and other reminders e.g., Audiovisual cues, questions, examples, notes for activities
Uses of Lecture Notes Lecture notes help the instructor: Stay on topic and prevent getting lost. Cover the main points without forgetting anything. Glance at a specific point and quickly return attention to the students. Relax and focus on delivery instead of worrying about what point to make next.
Seven Basic Approaches to Outline Key Points
Standard sheets of paper (full-page or two-column) Note cards Overhead transparencies Flipchart pages Slides Computer-based projections Pages from a report, text or manual
Presentation Techniques
Use the lecture notes prepared during the planning stage. Open the lecture with a good introduction. Communicate on a personal level.. Maintain eye contact with the students.
Exhibit enthusiasm about the topic Project the voice Avoid the use of slang or repetitive words Use a variety of audiovisual media Provide positive feedback Display a positive use of humor
Smooth Transitions A brief overview of
the next topic A review of the agenda between topics A change of media An interim summary before a new topic An activity (case study or problemsolving activity) Close the lecture with a brief but powerful summary.
Tips to Reduce Presentation Anxiety
Avoid eating a big meal before the lecture Arrive early media equipment is working lighting and temperature controls Decide where the lecture notes will be placed
Have a glass of water Go for a short walk just before the lecture Look over your lecture notes one last time Greet students as they enter the room Take a few deep breaths to relax
Evaluating Lectures There are three formal techniques feedback from the students self-evaluation observer
Three-step Process to Conduct a Self-evaluation Arrange to have the lecture videotaped At the conclusion of the lecture, distribute a student satisfaction form Using a lecture skills checklist, watch the videotape (with an experienced presenter if there is one) and critique the performance.
Summary The first few minutes of a lecture are important. Plan them well! Verbal communication skills are critical. Nonverbal communication skills also are very important Effective questioning and interaction Summary Evaluation
Wishing you
Thank you
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