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PGCAP large group teaching cohort 2 week 5
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Transcript of PGCAP large group teaching cohort 2 week 5
PGCAP Programme
University of Salford
Academic Development Unit
Core module team
Delivering - Teaching large groups
1
Reflections on a peer observation
“The whole purpose of the lecture was to introduce the module
and the first assignment, which involved a business plan for a
pizza restaurant. The song „That‟s Amore‟ played and one of the
lecturer‟s came out of a side room wearing an apron and
carrying an empty pizza box. I thought this was a good mix of
technical and visual information to help the student make a link
with the assignment and when I think back to this lecture that‟s
the element I remember most. This experience had an impact
on my own lecturing.”
(cohort 1 participant)
2
Learning Outcomes
To explain, model & apply the basic principles of large group
teaching.
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What messages does the lecture room
give?
To learn is to acquire information
Information is scarce and hard to find
Trust authority for good information
Authorized information is beyond
discussion
Obey the authority
From Wesch (2009) ALT-C Keynote
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What comes to mind when thinking of
teaching a large group?
Do you agree / disagree with these?
Worry () Enjoyment () Preparation ()
Behaviour ()
What other words come to mind?TMZ.com
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What do we mean by large group?
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Definitions
What do we mean by large group?
Vote
Over 30 = , over 50 = , over 100 =
The number which places a constraint on what we
think we can do? My own comfort
The number which places a constraint on the types
of activity we can do? What is actually possible.
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Definitions
What do we mean by lecture?
Write you definition on a piece of paper.
The way we deliver?
The content we deliver?
The physical space we are in?
Can it be whatever you want it to be?
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Delivery
“The classroom lecture is a special form of communication in
which voice, gesture, movement, facial expression, and eye
contact can either complement or detract from the content.
No matter what your topic, your delivery and manner of
speaking immeasurably influence your students' attentiveness
and learning.”
Barbara Davis.
http://teaching.berkeley.edu/bgd/delivering.html this website also includes some really
useful tips for delivery.
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Pitfalls
In pairs come up with 5 pitfalls (2 minutes)
Share your five with another pair (snowballing)
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Student perspective 1
59% of students find their lectures boring half the time
and 30% find most or all of their lectures to be boring. (Mann
& Robinson, 2009)
„And how many times have we students heard “unfortunately this is
quite a boring part of the course, but it really is important”‟
What makes a good lecturer? Enthusiasm, approachable,
understand the learning perspective of students, give their
time after lectures, open-minded, motivated, engage in a
process of sharing, passion. (Rieutort-Louis, 2009)
image: by RDECOM11
Student Perspective 2
For new students: contrast with school / college
More self-reliance is required, e.g. What to do, note taking,
information overload
Depersonalised / anonymous
Peer factors
„fear factor‟ of speaking / asking questions in a large group
behaviour
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Starting
Talk to students before you start, establish rapport
Grab their attention. Signal the start
Announce the objectives.
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During
Voice: vary tone, conversational style.
Language: simple, concrete, use anecdotes
Well Organised Material (but don‟t overdo the
prep!)
Enthusiasm
Clear visual aids
Vary activity...
14
Finishing
Finish forcefully – don‟t let it fizzle out “Make sure you have finished speaking before your audience has
finished listening.” Dorothy Sarnoff
Summarise / conclude
Be prepared to talk to students afterwards (if you
have time).
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Activity
Quizzes / Questions (show of hands, team, paper based...)
Short writing activity
Short reading activity (e.g. read an article)
Debate / student presentations (prepared in advance for a
particular session) See Davis, SEDA Special 13
Write own exam question based on material presented
earlier in lecture. (1 minute paper)
Pair discussion, Buzz groups, Snowballing, syndicate groups. (Gibbs & Habeshaw1989)
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Resources for the lecture
Demonstrations
Models
Video
Images
Case studies
Worksheets
Journal Articles
Videos on large group teaching at Nottingham
http://www.nottingham.ac.uk/pesl/resources/largegroup/
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Planning & structuring the lecture
Think: What learning are you trying to stimulate? How
does this lecture link to others? What added value is
there in your presence?
Do: Break the lecture up with into sections, provide
opportunity for student –lecturer & student – student
interaction, be explicit.
Remember: what are you doing? What are
students doing?
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Pushing the boundaries
Wesch - vision of students today. http://www.youtube.com/watch?v=dGCJ46vyR9o&feature=PlayList&p=3D942C2F6CBAE121&index=0&playnext=1
Student response systems for Q&A, quizzes.
Use of Twitter / SMS / email etc. for getting student Qs or
feedback during the session.
Think outside of the walls: use the campus as a learning space
& Simulations e.g. Anthropology 101 class: http://www.youtube.com/user/mwesch?blend=7&ob=4#play/uploads/4/JgbfMY-6giY
Extending lectures beyond the classroom
Replacing lectures using technology,
e.g. podcasts and have seminars instead.
[Your ideas here]19
Summary
Teaching a large group is NOT just about delivering non-stop
for 50 minutes with the students being passive.
Students need to engage through:
the way we deliver,
the resources we use
the activities we integrate.
Teaching is as much an art form as science, it is very close to
acting - so enjoy it!!
For practical advice see: Exley & Dennick (2009) „Giving a
Lecture‟ (this is also pretty useful for your reflections on your
teaching observations!)20
Bibliography
Davis (nd), Practical Ideas for Enhancing Lectures, SEDA Special 13
Gibbs & Habeshaw (1989) Preparing to Teach, Technical and Educational Services Ltd,
Bristol
Mann & Robinson (2009) Boredom in the lecture theatre: an investigation into the
contributors, moderators and outcomes of boredom amongst university students
British Educational Research Journal, 35(2) pp. 243 – 258
Rieutort-Louis (2009) What Makes a Good Lecturer? Academy Exchange Issue 8
Smith (nd), Lecturing to Large Groups, SEDA Special 1
Young, Robinson & Alberts (2009) Students pay Attention! Combating the vigilance
decrement to improve learning during lectures, Active Learning in Higher Education,
10(1) pp. 41–55
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PGCAP Programme, Core module team
Academic Development Unit
University of Salford
Twitter @pgcap
Delivering - Teaching large groups
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