10/10/20141 EXPLAINING CLARITY INTEREST/PERSUASION USING AUDIO-VISUAL AIDS VARYING STUDENTS ACTIVITIES COMPARING AND CONTRASTIND OPENING AND ENDINGS PRESENTING INFORMATION GENERATING INTEREST LECTURE PREPARATION

10/10/ INTEREST: 1-Use of gesture,eye contact,vocal inflection 2-Use of examples and analogies can generate interest and understanding Using inductive patterns of several examples Activation of examples already known so that the new concepts may be found

10/10/ use of appropriate mode of explaining –Narrative داستان سرایی –Anecdotal حکایتی –Conceptual مفهومی

10/10/ Narrative A form of personal history Anecdotal Use of humorous stories from experience to illustrate and make key points Conceptual Providing a series of principles and facts in a logical order   Beginning with narration, using anecdotes appropriately and ending with conceptual summaries

10/10/ CLARITY  CLARITY: The four structuring moves are:  SIGN POST, TELLING THE STRUCTURE OF LECTURE  FRAME, SIGNAL ON CHANGING THE TALKING ITEM  FOCI, EMPHASIZE  LINKS, LINKING THE LECTURE TO THE EXPERIENCED PREVIOUSLY ACQUIRED KOWLEDGE AND OBSERVATIONS OF AUDIENCES 

10/10/  SPEAK CLEARLY  DON’T TRY TO COVER EVERYTHING, just clarify key points  CHECK YOU UNDERSTAND YOUR OWN MATERIAL  DON’T USE IS, THAT THIS, use names and labels more frequently than pronouns.

10/10/ PERSUATIVE EXPLAINING: When there are argument on something it is better to present both sides Say what experts or expert groups do when faced with the problem you are discussing If the problem is complex for the group you should draw the conclusion or give them time for discussion If the suggestion you are making are likely to be challenged by others describe their views If the task you are asking a group to perform is complex, prepare them for the likelihood of failure. Never say a task is easy Know your audience and estimate what kind of arguments may be appealing and interesting

10/10/ USING AUDIO VISUAL AIDS Using audiovisual aids depend not so much upon the medium per se but upon how it is used (clark and salmon 1989) using networks or maps of information based on key points  Slides showing key concepts, relationships and processes will deepen our understanding of a topic

10/10/ USING AUDIO VISUAL AIDS  BASIC GUIDELINES  ILLUSTRATIONS, DIAGRAM AND SUMMARIES MUST BE SIMPLE, READABLE  HANDOUTS SHOULD BE BRIEF AND WELL STUCTURED, GIVE THE TIME FOR STUDENTS TO READ IT BEFORE LECTURE BEGINNING  SKELETAL HANDOUT  SLIDS, AUDIORECORDING, FILMS AND VIDEOTAPES CAN BE EFFECTIVE IF….

10/10/  COMPARING AND CONTRASTING similarities and differences, advantages and disadvantages

10/10/  OPENINGS –IMPORTANT AND ACCOUNTED FOR TWO THIRD OF SUBSEQUENT IMPRESSION OF THE SAME LECTURE » gain and hold attention »Establish a relationship with class »Indicate the content and structure of the lecture  STAND STILL LOOK AROUND AND SAY I AM READY TO START NOW

10/10/  ENDINGS »EMPHASIS KEY POINTS »SHOW THE LINKS WITHIN THE TOPIC AND BETWEEN TOPIC AND OTHER KNOWLEDGE AND EXPERIENCES

10/10/ VARING STUDENTS ACTIVITIES Buzz groups : Check of understanding A break so that they return to listening and note taking Encourages discussion and think

10/10/ Show a videotape Demonstrate a task Set a brief multiple choice questionnaire Ask the students to frame questions in relation to data and to make estimates (cost of social services ) Ask the questions to discuss briefly

10/10/ PREPARING A LECTURE

10/10/ STEP1 :what is the topic STEP2 :using topics and questions in a form STEP3 :analyze specific variables you have found STEP 4 :prepare a rough structure of the lecture STEP 5 : directed reading STEP 6 :structure the lecture  Content verified summarizing main points on a sheet  List the resources needed STEP 8 : Checking openings and endings STEP 9 :give a lecture STEP10 :reflect and note  After each lecture note the omissions, changes, amendment

10/10/ STEP 1 TO STEP 4 :

10/10/ STEP 4 :prepare a rough structure of the lecture ELECTROMAGNETIC INDUCTION uses transformer effects construction losses laws lenz faraday What is it types mutual diagram self Explain it effects E=l*di/dt What is L ON OFF

10/10/ HIGH BP WHAT IS IT? DEFINITION CAUSES A HEALTH PROBLEM.STATISTICS.UNDETECTED CASES INFLUENCE ON PATIENTS CNS KIDNEY HEART HOW TO TREAT -DRUG -NONDRUG -SURGERY -HOW TO INVESTIGATE -URINE BLOOD -ECG -CXRAY -IVP -SPECIFIC PARACLINICAL TESTS PRIMARY SECONDARY PATHOLOGY

10/10/ The most common reason for liking lecture Intellectual challenge in structuring a lecture Personal satisfaction in giving a good lecture Students responsiveness during a lecture and subsequently Arousing and stimulating interest in one’s subject Motivation from having to give lecture

10/10/ Why lectures are disliked by lecturers Unresponsive audience Large group Effort and time for preparation Feelings of failure after a bad lecture Lecturing on a topics disliked

10/10/ Some common criticisms of lecturers  Students views Inaudibility ( نارسایی ) Incoherence Failure to pitch at an appropriate level Not emphasizing key points  Lecturers views Saying too much too quickly Assuming too much knowledge Forgetting to provide summaries Not indicating when making an aside (rather than a main point ) Difficulty in timing the length of a lecture

10/10/ Some sayings about lecture “Process by which the notes of a teacher become the note of a students without passing through the mind of either” Michael O’Donnell “Say what you are going to say, say it and then say what you have said” Advise to a young teacher

10/10/ LECTURE EVALUATION STUDENT LEARNING STUDENTS REACTIONS PEER EVALUATION SELF EVALUATION

10/10/ STUDENTS REACTION Please rate the lectures on this course on the following items. On the whole the lectures were Agree strongly Agree slightly Disagree slightly Disagree strongly Well structured interesting Easy to take note from Thought-provoking Relative to course Comments : Thank you for help.

10/10/ orientation 1- does your opening gain the group,s attention ? YES/NO 2 – Does it establish rapport with the group? YES/NO 3 – does it indicate what you intend to explain? YES/NO The key points 1 – are your key points clearly expressed? YES/NO 2 – are your examples apt and interesting? YES/NO 3 – are your qualifications of the key points clearly stated? YES/NO 4 – is each key point clearly summarized YES/NO 5 – are the beginnings and ends of the key points clearly indicated? YES/NO Presentation 1 – can the group hear and see you ? YES/NO 2 - Do you use eye contact to involve but not to threaten? YES/NO 3 – do you use audiovisual techniques effectively? YES/NO 4 – are you fluent verbally? YES/NO 5 – is your vocabulary appropriate to the group ? YES/NO 6 – do you make use of pauses and silences? YES/NO 7 - Do you vary your intonation? YES/NO 8 – is the organization of your material clear? YES/NO 9 – do you avoid vagueness and ambiguities? YES/NO 10 – is the presentation as interesting as you can make it ? YES/NO