Lecture Organization India Lane Educational Enhancement, UTCVM.
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Transcript of Lecture Organization India Lane Educational Enhancement, UTCVM.
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Lecture OrganizationLecture OrganizationLecture OrganizationLecture OrganizationIndia LaneIndia Lane
Educational Enhancement, Educational Enhancement, UTCVMUTCVM
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Lecture Organization• Brief Review• Types of Lecture Formats• Planning the Lecture• Fundamentals lecture organization• Additional tips
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When are lectures useful?
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When are lectures useful?
• The purpose is to teach information• The presenter is effective,
comfortable and the “expert”• The learners are able to assimilate
from lectures• Group size is moderate to large• Facilities are adequate
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Lecture Types• Hierarchic • Problem -
centered• Chaining• Comparison
– Paired classifications
• Logical dichotomy• Network
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Hierarchical• Level 1 point A
– Level 2 point a– Level 2 point b
• Level 2 point B– Level 2 point a– Level 2 point b
• Level 3…
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Problem Centered
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Compare/Contrast
Criterion Upper limbDogARF
Lower limbCatCRF
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Other Lecture Types• Chaining• Logical Dichotomy• Network
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Common Organizing Principles
• Cause to effect• Historical time sequence• Phenomenon or examples
theory• Pro versus con or compare/contrast• Familiar unfamiliar• Concept application
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Planning Lecture Organization
• What are the goals of the lecture, course, program, institution?
• What is the logical structure of the subject matter?
• What is the cognitive structure of students’ minds (currently)?
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Planning• What room will it be in?• What will I need? Is the technology
ready?• Will I need to buy/digitize/request/setup
anything?• Can I get the reading, notes, examples,
etc to the students ahead of time?
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Lecture Structure• Introduction• Body • Periodic Summaries• Conclusion
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Lecture Structure• Introduction• Body • Periodic Summaries• Conclusion
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Introduction• Capture attention• Point out a gap in
students’ knowledge• Raise a question• Offer a challenge• Prequestions• Example, case,
application
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IntroductionOne recommendation
• Aims– Announce lecture topic– Present educational goals/aims– Show importance
• Context– Show relevance of topic to goals– Refer to earlier lectures
• Framework– Indicate lecture structure and scope
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Body• Highlight a few major ideas or
sequences• Appropriate use of audiovisual
support• Keep highlighting the overall
structure • Use examples where possible
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The Body of the Lecture…Another reminder
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Lecture Attention
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Periodic Summaries• Offers a chance to catch up• Offers a chance to check
onperceptions/misperceptions• Makes transitions clearer
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Periodic Summaries
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Conclusion• Recapitulate major points• Encourage students to formulate
questions• Review organization of the lecture• Ask a student(s) to summarize the
lecture• Propose unanswered questions for next
time or for independent work
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Lecture Structure• Introduction• Body• Periodic Summaries• Conclusion
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…and now for audience participation
“ What is the most common error in lecture preparation and delivery?”
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the answer…
Trying to cover TOO MUCH MATERIAL
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Planning• What do I really want students to
remember from this lecture…next week.. next year?
• What in my lecture could be better learned by another method?
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Planning• What are the most difficult concepts?• What are the most diverse or scattered
concepts?• What relationships within the material
are more subtle than others?• What framework is needed for future
learning?
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For New Points• Itemize (list, bullet, etc)• Use a visual buildup (slide, picture,
etc)• Take stock and summarize
• And…
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For New Points• Itemize (list, bullet, etc)• Use a visual buildup (slide, picture,
etc)• Take stock and summarize
• And…
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Making a point effectively
• Rule
• E.g…..
• Rule
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Making a point effectively
• Concisely state the rule– Simple language using 7-8
words– One key word– Less than 5 seconds (Remember
trace decay is quick!!)
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Making a point effectively… e.g….
• Display – Word, statement on screen
• Reexpress – Say it another way
• Elaborate– Illustrate– Explain– Detal– Analogies– Relate– Example
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Making a point effectively… rule!
• Rule– Recapitulate– Restate (Use the same statement you
started with)
And…
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Making a point effectively
• Rule
• E.g…..
• Rule
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Making a More Difficult Point
• E.g.
• Rule
• Rule
• E.g
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Making a More Difficult Point
• E.g.» Example(s) » Reasoned interpretations» Observe*
• Rule» Concise statement/display
• Rule» Rexpression
• E.g» New example» Recapitulate, restate
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Definitions• Point out that a definition is
coming• Keep it simple
– A = B + C
• Avoid embedded definitions– A – (B + D) + (C +E)
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Gaining attention• Variation
– Intensity– Pace– Expression– Surprises
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Gaining attention
• Visual cues– Gestures– Movement– Eye contact/facial expression
• Demonstrations, cases, activities, questions
• Use a lot of examples• PAUSES!
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Getting feedback• Watch the students
– Not necessarily the top students
• Ask, assess
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Summary• Use lecture format when appropriate• Plan what to cover and the best
structure/format• Use an Introduction, Body, Periodic
Summaries, Conclusion• Convey the structure to be used• Keep refreshing the structure as you
introduce new points/make links• Periodically take stock or summarize