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    1. Students Can Talk Too: Making Lectures Interactive Effective Teaching and Learning Department instructionaltech@baker.edu 2005 Baker College

    2. 7/3/2012 2 Group quiz When is lecture important? A. All the time, silly. Thats what they pay me for! B. Only when I cant give them a test or send them to the library. C. Whenever I feel like it. I have important stuff to say. D. Sporadically and only when necessary.

    3. 7/3/2012 3 Question 2 Adults of any age have a maximum attention span of: A. 10-20 minutes B. 30-40 minutes C. 60-90 minutes D. 3 hours and 40 minutes

    4. 7/3/2012 4 Question 3 Lectures are a necessary evil in my class because: A. Students dont read the course materials B. Students dont understand what they read C. Students need me to tell them what is important about the materials D. Students love them!

    5. 7/3/2012 5 Question 4 Interactivity in a lecture can be defined as: A. Letting students do all the work. B. Using the smart students to teach the rest of them. C. Guiding students on the right path while still being involved. D. I have no ideathats why Im here!

    6. 7/3/2012 6 Small Group Discussion Form groups of 4-5. Answer the following questions: How often do you lecture? What do you like about lecturing? What dont you like about lecturing?

    7. 7/3/2012 7 Debrief How many of the things you identified as dislikes were identified by other members of your group? How many do you see yourself doing in your classroom? Relate their responses back to the Objectives slide and assure them that the majority of their personal objectives for the session will be met. Relate their responses back to the Objectives slide and assure them that the majority of their personal objectives for the session will be met.

    8. 7/3/2012 8 Lectures Originated due to a lack of books, so the books were read to others who took their own notes Recognized as a way to communicate information but not to communicate knowledge - Phil Race, 2001 Go over various parts of the Control Panel. Point out the parts that participants will use in todays class.Go over various parts of the Control Panel. Point out the parts that participants will use in todays class.

    9. 7/3/2012 9 Factors that affect students Time of day Day vs. evening classes Physical needs Hunger Thirst Comfort Temperature of room

    10. 7/3/2012 10 Why lecture? Part one Provides a shared experience Gives focus to the learning in the form of place and time Identifies areas of importance in other materials Challenges students Stimulates interest in further learning on the topic

    11. 7/3/2012 11 Why lecture? Part two. Gives students a chance to verify existing knowledge Clarifies instructor expectations and learning outcomes Allows students a chance to explore changes in perspective or attitude

    12. 7/3/2012 12 Why not lecture? Lacks effectiveness Reaches a portion of the intended audience (auditory learner) Allows students to be passively involved in a learning experience Does not allow students to demonstrate knowledge Fails to hold the students accountable for the reading or other assignments

    13. 7/3/2012 13 Focused writing activity Take 5 minutes and identify what you think the most important concepts are from our session so far. You can do any of the following: Concept map Outline Written summary

    14. 7/3/2012 14 Next step Turn to the person next to you Explain what you wrote on your paper and allow them to explain what he/she wrote Identify any areas of commonalities between your answers Identify any questions you have

    15. 7/3/2012 15 So how do we fix it? Recognize that lecture has its place in a classroom Use appropriate visual aids Design interactive lectures Provide valuable handouts

    16. 7/3/2012 16 When should you lecture? At the beginning of a new topic to stimulate student interest When students are struggling with the concept To summarize key points To build a bridge from old knowledge to new knowledge

    17. 7/3/2012 17 Stimulating interest Begin with a question related to your lecture topic Prepare several short anecdotes related to the lecture topic Lecture to provide general information about the topic

    18. 7/3/2012 18 Reducing confusion Identify key areas where students are struggling Lecture in short waves to address each topic Verify that students have a minimum level of understanding before moving to next topic

    19. 7/3/2012 19 Small group discussion Form NEW groups of 5 Answer the following question: Is there a topic or two that your normally cover by lecture that you could do a different way? Make sure everyone has an answer to this question before ending the discussion

    20. 7/3/2012 20 Summarize key points Obtain the key points from the course materials Give short lectures on each key item identifying: Important terminology Why concepts matter

    21. 7/3/2012 21 Connect old and new knowledge Identify new pieces of information students need to know Discuss how the new information fits in with previous materials Help students make those connections for themselves with activities

    22. 7/3/2012 22 Fish bowl discussion What do you do when students resist your efforts to move towards more active learning in your class?

    23. 7/3/2012 23 How long should you lecture? Students can only absorb 10-15 minutes of lecture at a time, so you should: Chunk your materials into short, focused segments Refer to visual aids and handouts as a way to focus attention Have several short lectures in a class period

    24. 7/3/2012 24 Interactive lectures contain Mental involvement Visual involvement Verbal involvement Physical involvement

    25. 7/3/2012 25 Lecture Process Identify objectives Plan lecture points Select activities to reinforce lecture topic Deliver the lecture Debrief the lecture (with yourself) and make changes for next time

    26. 7/3/2012 26 Objective questions Are you expanding on the points in the book? Are you helping bridge the gap between new and old knowledge? Do you understand the students current level of knowledge on the subject?

    27. 7/3/2012 27 Lecture planning Identify how to best break down your information into smaller segments Determine logical starting/stopping points Select appropriate activities that will further the purpose of the lecture Identify 2-3 questions you could pose in one of your lectures that tells you if students understand your main points

    28. 7/3/2012 28 Activity Take 5 minutes and outline the opening day of your class where you talk about your syllabus. Identify: Lecture areas Activity areas Questions you can ask to see if the students understand the syllabus

    29. 7/3/2012 29 Other activity suggestions Lead a class discussion Write/pair/share Ask students for their muddiest point Ask divergent/convergent questions Identify the 3 main points of agreement/disagreement

    30. 7/3/2012 30 Deliver the lecture Be organized and prepared Speak clearly and slowly Move around the room to ensure that all students can hear Use appropriate gestures Vary your tone of voice and stress areas Check for student understanding frequently Make eye contact with all students

    31. 7/3/2012 31 During the lecture Be sure your examples are salient and productive Summarize often Use closed lists to help students focus The three most important things to remember are Link material to previous knowledge Signal changes in thought with a relevant transition phrase

    32. 7/3/2012 32 Handouts Provide handouts to help students follow along Dont repeat what is there word for word Develop new ways to phrase the main points Ensure that the handouts are attractive and professional, free from spelling or grammar errors Discuss how handouts are helpful for both visual and kinesthetic learners. Discuss how handouts are helpful for both visual and kinesthetic learners.

    33. 7/3/2012 33 Handout tips Embed activities within the handouts Consider giving incomplete sentences in the handout or blank slides in a PowerPoint Give sentence starters as handouts

    34. 7/3/2012 34 Other visual aids PowerPoint Whiteboard Agenda/schedule for class Multimedia/web access Real time question response or information gathering

    35. 7/3/2012 35 Wrapping up the lecture Summarize the important concepts Identify where the lecture fits with the larger course goals Confirm that you have met your objectives for the lecture

    36. 7/3/2012 36 Validating Lectures Identify and resolve the obvious issues of confusion Ask pointed questions to individual students as well as general questions to the class Acknowledge student contributions to the class Change your plan to meet the needs of the class

    37. 7/3/2012 37 Activity 10 minutes How do you check for student understanding in your lectures? Identify 2-3 questions you could pose in one of your lectures that would tell you if students understood your main points

    38. 7/3/2012 38 Final Question What will you do differently as a result of this session?

    39. 7/3/2012 39 Questions?

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