Lecturing Well: Integrating Student Participation into your Lectures Henricus de Alemannia lecturing to his students by Laurentius de Voltolina, (1350)

Disciplinary and Pedagogical literature Teaching centered – learning centered paradigm change Research on how people learn Scholarship of teaching and learning Engineering and science education research Curricular change in higher education Educational technologies Signature Pedagogies

Participant Outcomes By the end of this workshop you will have Reflected on your use of lecture as a teaching tool Analyzed your current lecture method Determined what changes you might make to to enhance student learning Begun to redesign a lecture

Agenda 1.What is lecture best for? 2.What makes an effective lecture? 3.Designing a lecture 4.Delivering a lecture 5.Wrap-up & Questions

Characteristics of great lecturers:

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Reasons for lecturing (Think/Pair/Share)

Attention Span

Consider expert and novice perspectives when designing lecture Heath, C. & Heath, D. (2007). Made to Stick: Why Some Ideas Survive and Others Die. Svinicki, M. (2004). Learning and Motivation in the Postsecondary Classroom.

Long term memory and comprehension depends on the learner thinking about things Environment Working memory - site of awareness & thinking Long Term Memory ( illustration based on Willingham, D. (2009), p. 11.) interacting doing seeing listening

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Lecture Design - Example Source: Karl Smith, University of Minnesota

Designing a Lecture Getting attention Goals, advance organizer, little picture/big picture Components of a lecture What are the main points (chunks)? attention span - where are pauses appropriate? What will those pauses accomplish?

Delivery Why is delivery important? What do you need? (notes, AV, etc.) How does context determine delivery? Assess your “platform” skills Intention, focus, practice Feedback, Reflection and change

Using PowerPoint Keep the lights on Move away from the podium Slides should support your narrative, not replicate it – use slides as visual aids Less is more (less text, more graphics) Other guidelines?

Micro-Teaching

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In summary, assertion-evidence slides are more effective than the common practice of PowerPoint [Hamaker, 2009]

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Resources for improving PowerPoints Teaching the Assertion-Evidence Design of presentation slides ml ml on_tips.pdfhttp:// on_tips.pdf

References Jones-Waton, M. (2005) Teaching problem-solving skills without sacrificing course content: Marrying traditional lecture and active learning in an organic chemistry class. Journal of College Science Teaching, Sept. Lang, J.M. (2006) Beyond lecturing. Chronicle of Higher Education. 53(6) pp Oblinger, D. & Oblinger, J. Eds. (2005). Educating the Net Generation. Educause. Puttee, C.M, & K.E. Mezzina (2008) In defense of the lecture: Strategies to assist in active learning experiences in accounting units. Journal of Business Education & Scholarship of Teaching 2(2) pp: Roettger, C., Roettger, L. & Walugembe, F. (2007). Teaching: More than Just Lecturing. Journal of University Teaching and Learning Practice. Willingham, D. (2009). Why don’t students like school: A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco: Jossey-Bass. Celebrating 25 Years of Excellence in Teaching and Learning –

Questions?