Effective Lecture Design Susan M. Stein, DHEd, MS, BS Pharm, RPh.
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Transcript of Effective Lecture Design Susan M. Stein, DHEd, MS, BS Pharm, RPh.
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Effective Lecture Design
Susan M. Stein, DHEd, MS, BS Pharm, RPh
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Discussion: Buzz Group– Provide a brief description of a moment in
teaching that things went so well, you felt you were born to teach.
– Provide a moment in teaching when things went so poorly you wished you’d never been born
– In groups of 3-4, discuss the positive experience and identify strengths
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Objectives
• Develop effective outcomes and competencies using SMART
• Create two competencies specific to each outcome
• Describe backward course design• Develop rubric to measure a competency or
outcome• Create one assessment of an objective• Apply the Lecture Design Map to a topic
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The Syllabus: The Holy Grail
• Legal document or agreement with students?• Set a format for yourself if none exists for
program and stay with it (table format)• Course outcomes/goals/competencies• Schedules: Lectures, discussions and topic
organization, activities, assignments, assessment
• Requirements, policies: never assume
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Material Organization• Philosophy: learner-centered? Activity
emphasis? Flow of material?• Resources: Stanford Center for Teaching and Learning
http://ctl.stanford.edu/teaching/faculty-resources.htmlCarleton College On the Cutting Edgehttp://serc.carleton.edu/NAGTWorkshops/index.htmlLecture/Course Design Table
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Outcomes, Objectives, Competencies
• Outcomes or Goals: groups of objectives create measurable outcomes
• Objectives: final expectations of fact• Competencies: application of outcomes or
objectives at appropriate levelDiamond, R.M. (2008). Designing and Assessing Courses and Curricula: A Practical Guide.
3rd Ed. San Francisco: Jossey-BassHaenn, N., Johnson, E., Buckwalter, M.G. (2009). The Teaching Road Map: a Pocket Guide
for High School and College Teachers, Rowman & Littlefield Education, Lanham, MD
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Bloom’s Taxonomy
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Helpful Resources
SMART: specific, measurable, attainable, relevant, timely (evaluate, reevaluate)
• http://www.tss.uoguelph.ca/uid/index.cfm• http://trc.virginia.edu/Publications/Teaching_
Concerns/TC_Topic.htm• http://www.radiojames.com/ObjectivesBuilde
r/• http://fits.depaul.edu/Documents/selfcheck.h
tml
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More Resources
• http://serc.carleton.edu/NAGTWorkshops/index.html
• http://ctl.stanford.edu/handbook/course-design.html
• http://www.med.wright.edu/aa/facdev/InstructionalTips/LearningObjectives
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Activity: Objective Review
Using your syllabus/lecture, review the objectives you have created and complete the following:
• Create two new competencies for your course/lecture
• Switch with the person next to you, assess and write them on a blank sheet of paper to share with class
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Backwards Design
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Backward Design Resources
• http://chronicle.com/blogs/profhacker/planning-a-class-with-backward-design/33625
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Systems Approach
• What is the aim of the class?• Holistic perspective: what are the elements of
the class?• How are the elements connected and how do
they interact?• Input Process Output (Feedback)
Sylvia LM, Barr JT. (2011). Pharmacy Education: What Matters in Learning and Teaching. Sudbury. Jones & Bartlett Learning.
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Assessment
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Activity: Horseshoe:Assessment Assessment
Discuss the following questions in groups of 4-10 in a horseshoe shaped group:
• What type of assessment tools do you use?• How often do you assess formatively?• How often do you assess summatively?• How is it incorporated into measure of
learning and understanding?
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Rubrics or Rubriks
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Rubric Resources
• http://uwf.edu/cutla/rubricdevelopment.cfm• http://www.calstate.edu/itl/resources/assessment
/scoring-rubrics-examples.shtml• http://fits.depaul.edu/Documents/selfcheck.html• http://teachingcommons.depaul.edu/Feedback_G
rading/rubrics.html
• http://www.uwstout.edu/soe/profdev/rubrics.cfm#oral
• J Dental Ed article 2011http://www.jdentaled.org/content/75/9/1163.long
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Activity: Pair PartnersUsing the Lecture Design Table as a guide,
complete the following:• Design two activities for a competency in your
lecture• Write two assessment questions to directly
address this competency• Switch with the person next to you, assess and
share
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Ideas: Team Teach Format
• Is this for you and your subject matter?• Professors Preach 10 Commandments of Team
Teachinghttp://news.stanford.edu/news/2006/march15/team-031506.html