GOOD LECTURING PRACTICE: Preparation & Orchestration A session in “Preparing to Teach:...
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Transcript of GOOD LECTURING PRACTICE: Preparation & Orchestration A session in “Preparing to Teach:...
GOOD LECTURING PRACTICE:GOOD LECTURING PRACTICE:Preparation & OrchestrationPreparation & Orchestration
A session in “Preparing to Teach:
Introductory Programme for New Teachers”
Adopted from the workshop presented by:
Josephine M. CseteJosephine M. Csete
Educational Development Centre Hong Kong Polytechnic University
August 2000
THE CHRONICLE OF HIGHER EDUCATION CAROLE CABLE
GOOD LECTURING PRACTICE:GOOD LECTURING PRACTICE: Preparation & OrchestrationPreparation & Orchestration
“The best general advice to the teacher who would lecture well is still, 'Don't lecture.’”
Eble (1988)
“Good teaching employs head, hands and heart.” K. P. Kwan (1996)
“Most student learning occurs outside the classroom.” McKeachie (1994)
SESSION OBJECTIVES By the end of this session you will have: Discussed key issues and concerns about lecturing Generated solutions addressing these key issues Explored the components of good lecturing practice
More specifically: Deciding on learning goals Organizing the lecture Preparing lecture materials Practicing the lecture presentation Delivery skills Learning from your own lecturing
I. DECIDING ON LEARNING
GOALS
Here are four steps to help you decide what and how much to include in your lecture:
Select the Main Points Draft Learning Objectives Prioritize Revise and Complete Outline
1. Select the Main Pointsi. Write a one sentence purpose statement for your
lectureii. List the main points you plan to coveriii. Generally no more than five major topicsiv. Points can be:
topical heuristical (reasons why) chronological procedural
DECIDING ON LEARNING GOALS
2. Draft Learning Objectives
i. Turn your purpose and main points into
objectives of what the students should learn
ii. List everything you want students to learn
iii. Include examples, activities, and demonstrations
that would help them learn each main point
iv. Do not be concerned about time (yet)
DECIDING ON LEARNING GOALS
3. Prioritize
i. Go through your outline and prioritize: 1 = essential for students 2 = important but not essential
3 = nice to know
ii. Think in terms of what you want students to learn rather than what you will present
DECIDING ON LEARNING GOALS
4. Revise and Complete Outlinei. Make sure you have examples, demonstrations,
questions and practice activities for each main point
ii. Be sure to include your introduction, break times and conclusion
iii. Assign times for each main point and activity
iv. Continue revising your outline until you have your “best guess” as to the amount of information and activities you can cover In the time available
v. Final outline becomes a blueprint for developing the lecture
DECIDING ON LEARNING GOALS
II. ORGANIZING THE LECTURE
Lectures have three distinct parts:
Introduction: “What you're gonna learn”
Body: “Learn it”
Conclusion: “What you've learned”
Introduction1. Purpose to gain your students’ attention (“Attention Getter”) to state your purpose and main points (“Objectives”) to relate to students' motives (“Motivation”) to orient your students
to the organized main ideas of the lesson (“Advance Organizer”)
to the time schedule and techniques of presentation (“Agenda”)
to help your students recall related information (“Review”)
ORGANIZING THE LECTURE
Introduction
2. Gaining attention describe an interesting case use a quotation statistics unusual story current events humor
ORGANIZING THE LECTURE
Introduction
3. Stating your purpose and main points state overall purpose of lecture state main points to be covered briefly explain each point explain how topic will affect them
ORGANIZING THE LECTURE
Body 1. Begin by restating each main point/learning goal
2. Explain and demonstrate main points present essential points first, followed by most
important next, and “nice to know” last
3. Use examples to facilitate understanding at least one example per idea verbal and/or visual use several examples for complex ideas use interesting examples restate idea at end of example(s) make sure students can relate to examples
ORGANIZING THE LECTURE
Body 4. Have students practice using main points
provide problems, cases, questions, etc., where students respond
students respond by writing answers in pairs or small groups
students’ responses indicate their understanding of the main points
provide correct answers to practice and explain why it is correct (“Feedback & Remediation”)
5. Briefly summarize at end of each main point
6. Provide transition statement to next main point
ORGANIZING THE LECTURE
Conclusion
1. Provides a logical ending – a sense of completeness and structure.
2. Restate main points (“Summary”)
3. Restate purpose sentence and how topic relates to audience (“Objectives" & "Motivation”)
4. Connect with other instructional segments of past and future (“Integration”)
ORGANIZING THE LECTURE
Conclusion
5. Check to see whether students have accomplished the main purpose of the lecture (Checking can be done by teacher, peer, self) (“Test”)
6. Finish with a flourish on time enthusiastic use an attention getter
ORGANIZING THE LECTURE
III. PREPARING LECTURE MATERIALS
Your Lecture Notes
Visual Aids
Students’ Materials
Your Lecture Notes Notes should contain the sequence of what
you will say and what students will be doing Notes should serve as reminders only Detailed notes on attention getters,
transitions, conclusion Reminders for main/sub points Cues for examples and visual aids Reminders about presentation style
PREPARING LECTURE MATERIALS
Your Lecture Notes Tips:
Fewer the better/KISS (Keep it simple stupid)
Develop your own style
Numbered pages/sheets
Print large
Use only one side
Try computer presentation software
PREPARING LECTURE MATERIALS
Visual Aids
What visual aids should include: An attention getter/a presentation overview Your main points Graphs, charts, graphics to support main
points Directions for activities A closing attention getter
PREPARING LECTURE MATERIALS
Visual Aids Tips:
The “Rule of 7’s” - Overheads and slides should be limited to:
7 words per line7 lines per visual aid
18 - 24 point font size Stories & Cartoons: Good idea, but
what's the point? Graphs, charts and tables from books.
Blow them up!Blow them up!
PREPARING LECTURE MATERIALS
Students’ Materials
Provide (some) materials that students can use for preparation before lecture (pre-readings, etc.)
Provide handouts at the start of lecture so that students can:
listen & think about what you are saying rather than just write
add their own notes to yours
PREPARING LECTURE MATERIALS
Students’ Materials
Handouts should include: complex charts, tables, diagrams essential information (main points, key
vocabulary, etc.) information for which accuracy is
important (formulae, names, dates)
PREPARING LECTURE MATERIALS
Students’ Materials
Tips: consider “interactive handouts” in which
students fill in some missing information during the lecture
ascribe to the "less is more" principle
PREPARING LECTURE MATERIALS
IV. PRACTICING THE LECTURE PRESENTATION
There are five steps to practicing the lecture for delivery:
Review Your Notes Early Practice Polishing the Delivery Formal Practice Mental Imaging
1. Review Your Notes
Work one section at a time Review until you can recall both the
meaning of your notes and the sequence of thoughts
Continue for entire presentation All mental – nothing out loud
PRACTICING THE LECTURE PRESENTATION
2. Early Practice
Begin practicing out loud Go one section at a time Work especially on introduction,
transitions and conclusion
PRACTICING THE LECTURE PRESENTATION
3. Polishing the Delivery
Practice out loud with visuals Pay attention to eye contact, gestures and
delivery
Time yourself
PRACTICING THE LECTURE PRESENTATION
4. Formal Practice Go through entire presentation Invite colleagues, staff, etc. to listen Audiotape/videotape your own lecture
PRACTICING THE LECTURE PRESENTATION
5. Mental Imaging Mentally practice See yourself in front of the audience Give yourself a pep talk
PRACTICING THE LECTURE PRESENTATION
Final Thoughts on Preparing to Final Thoughts on Preparing to Present...Present...
Prepare ahead of time Practicing aloud does make a difference Identify and develop your own style
PRACTICING THE LECTURE PRESENTATION
V. DELIVERY SKILLS
Prepare the Environment Before Lecture
Verbal Delivery
Nonverbal Delivery
Click here for the checklist to guide you in delivering your lecture
(To read the file in PDF format, Acrobat Reader is required.)
VI. LEARNING FROM YOUR OWN LECTURING
Self Reflection Feedback from Colleagues and Other
“Expects” Feedback from Students
Self Reflection Reflect upon what went well and what
needs modification or change Jot ideas directly on your lecture notes so
you will be reminded of revisions for next time.
Video or audiotape a lecture for private review (microteaching)
LEARNING FROM YOUR
OWN LECTURING
Colleagues and Other “Experts”
Sit in a colleague’s lecture, or ask someone to sit in your lecture
Read about teaching in general and/or teaching your subject area
Make use of local “educational consultants” either for workshops, or individual consulting
LEARNING FROM YOUR
OWN LECTURING
Students Collect feedback from students Types of feedback:
informal conversations (reliable?) “one minute papers” (to check students’
understanding) formative surveys (What is helping
students learn? What could you do to make their learning easier?)
…
LEARNING FROM YOUR
OWN LECTURING
GOOD LECTURING PRACTICE:GOOD LECTURING PRACTICE:Preparation & OrchestrationPreparation & Orchestration
A session in “Preparing to Teach:
Introductory Programme for New Teachers”
Enjoy Lecturing!Enjoy Lecturing!