Effective Lectures
New Faculty OrientationAugust 20, 2008
Christina PetersenCenter for Teaching and Learning
Teaching from objectives
Learning Goals
Learning / Teaching Activities
Feedback & Assessment
Constructive Alignment
Adapted from Dee Fink
CREATING EFFECTIVE PRESENTATIONS TEMPLATE
BEGINNING THE PRESENTATION:
What would you like the students tobe able to do by the end of your presentation? (Short-term objective):
Share objective/goal (including how & why it's important)
Attention-getter (Overview, anecdote, question, pose problem/case study, demonstration, quotation, relevant fact/statistic):
DELIVERING THE PRESENTATION:
First chunk of information---Main points covered:
Pause activity:
Second chunk of information---Main points covered:
Pause activity:
Third chunk of information---Main points covered:
Pause activity:
ENDING YOUR PRESENTATION
Wrap-Up: How will you know students have accomplished/mastered what you intended?
Example of an objective
1. Learn the Archimedes Principle.
2. Use the Archimedes Principle to determine the volume of an irregularly shaped object.
Example of an objective
1. Understand the complex ethical issues involved in human cloning.
2. List arguments for and against human cloning.
Activity
1. Develop an objective for a class you will teach in the future and write it down on your presentation template.
2. Share your objective with your partner to determine if it is clear how that objective could be met.
Why use pauses?
• Pauses break up the lecture allowing you to recapture students’ attention.
• Pauses allow students to reflect on what they have just learned.
• Pauses allow you to center yourself.
Using the Pause Procedure to Enhance Lecture RecallKathy L. Ruhl, Charles A. Hughes, Patrick J. SchlossTeacher Education and Special Education, 1987, 10 (1), 14 – 18.
Instructor 1
Course 1
Instructor 2
Course 2
Three 2-minute pauses for note sharing per lecture
No pauses No pausesThree 2-minute pauses for note sharing per lecture
Students take a common exam
Mean exam scores (% out of 100)
Lecture with pauses
Lecture with no pauses
Instructor 1
(Course 1)
89.4 80.9
Instructor 2
(Course 2)
80.4 72.6
Adapted from Ruhl, 1987
What can you do during the pauses?
• Activities that allow you to assess what students have learned.
• Activities that allow students to reflect on what they have just learned.
• Activities that allow you to center yourself.
A few pause activities
• Think-Pair-Share
• One-Minute Write
• Muddiest Point
• Sample Test Item
• One-sentence Summary
One sentence summary
• “Who does what to whom, when, where, how, and why?”
• Previous section on objectives:
• “To effectively focus planning activities before designing a class session, the instructor, in an environment conducive to productivity, develops objectives that describe what students must do.”
Applications of a one sentence summary
• Model creation of a one sentence summary.
• Have students work as groups to come up with a single summary.
• Have students write down their summaries – turn them in.
• Provide them with a template summary in need of revision, work as an entire group to “fix” it.
Application of a one sentence summary
• Compose a one sentence summary that outlines the benefits of introducing pauses into a lecture.
• “Who does what to whom, when, where, how, and why?”
Restate your main points in 2 – 3 different ways
• In the language of your discipline
• In layperson’s language
• With data (charts, graphs)
• With a diagram or model
• With a picture or quotation
OBJECTIVES
Restate your main points in 2 – 3 different ways
• In the language of your discipline
• In layperson’s language
• With data (charts, graphs)
• With a diagram or model
• With a picture or quotation
PAUSES
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