1. Effective Lecturing 2012 Math TA Training Workshop
Donna Ziegenfuss, Ed.D
Marriott Library, 1705Z

2. Effective Lecturing Overview
The Beginning: Good/Bad teaching and/or learning experiences exercise
The Middle: Review of lecturing best practices, and common errors
The End: Evaluating lectures and providing feedback

3. Think about your past teaching and/or learning experiences
What is an example of good learning experience you have had in the past either as a teacher or a student?
What is an example of a bad teaching and/or learning experience you have had?

4. Sometimes you need to think beyond just by telling students what and how to do it, because …

5. Principles of Good Practice
Encourage student-faculty contact
Encourage cooperation among students
Encourage active learning
Give prompt feedback
Emphasize time on task
Communicate high expectations
Respect diverse talents and ways of learning.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. American Association of Higher Education Bulletin, 40(7), 3-7.

6. Five Key Changes in Practice for Student Centered Instruction
Changes in the balance of power
Changes in the function of course content
Changes in the role of the teacher
Changes in who is responsible for learning
Changes in the purpose and process of evaluation
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice
. San Francisco: Jossey-Bass. Summary of her book

7. Fink, 2003
Guidebook

8. 10 Commandments for Good College Mathematics Teaching
Be interested in your subject.
Know your subject.
Know about the ways of learning (How People Learn)
Try to read the faces of your students, put yourself in their place.
Give them not only information, but ―know-how, attitudes of mind, the habit of methodical work
Polya, G. (1962). Mathematical discovery. Indianapolis: Wiley

9. 10 Commandments for Good College Mathematics Teaching (cont.)
Let them learn guessing.
Let them learn proving.
Look out for such features of the problem at hand as may be useful in solving problems to come—try to disclose the general pattern
Do not give away your whole secret at once—let the students guess before you tell it
Suggest it; do not force it down their throats.
Polya, G. (1962). Mathematical discovery. Indianapolis: Wiley.

10. Why Focus on Perfecting the Lecture?
Easiest way to provide important information
To summarize material from a variety of sources into a coherent presentation to help facilitate student learning
To help students understand the importance of the content by presenting evidence and theory about topics and answer questions

11. 8 Steps to Active Lecturing http://learnercenteredteaching. wordpress
Know your audience
Have a map to follow (lecture outline requires planning upfront)
Grab the students’ attention (the beginning) - Be enthusiastic about topic and start on time
Recognize students’ attention span (15-20 minutes)

12. 8 Steps to Active Lecturing (cont) http://learnercenteredteaching
Plan an activity for students (the middle)
Use visual aids/voice and movements – to engage
Have a conclusion (the end)
Have students do something with the lecture material (accountability)

13. Delivering Effective Lectures | P A P E R # 5 • D E C E M B E R | Richard L. Sullivan, PhD - US Agency of International Development

14. Planning the Lecture Determine your objectives for the lecture
Determine the approach or type of lecture that would work best for topic
Determine a plan for the lecture (what are your topics)
Beginning – grab their attention, overview, objectives
Middle – meat of the content, examples, activities
End - summarize ad question wrap up
Develop a sequence or plan for the content (timing)
Develop notes, handouts, etc
Collect resources you will need, develop PowerPoint

15. Giving the Lecture Maintain eye contact with students
Be conversational, don’t read from notes
Vary pace of lecture and voice
Ask questions to keep students engaged
Move around the room, use gestures for emphasis
Do not overload students, vary strategies
Break up the lecture (questions, neighbor, think pair share, minute paper or paraphrasing)

16. Common Lecturing Errors
Disorganization
Over-reliance on one teaching method
Voice projection/modulation
Distracting dress
Not building on prior knowledge
Not using the room to instructor’s advantage
Teaching one thing and testing another
No breaks
Nervous mannerisms
Covering too much material
Others?

17. Strategies for Effective Feedback
Be positive
Be timely
Be clear
Formative AND Summative
Be strategic
Uncover what they don’t know
Prepare students to use feedback
Peer assessments
Self Assessment

18. Evaluating the Lecture
Use eye contact and questions as a tool for continuous feedback.
Get regular student feedback (minute paper, muddiest point)
Conduct a midterm course review
Borrow students' class notes from time to time or have students review each other’s notes
Arrange to have your lecture videotaped.

19. Additional Resources Resources to meet the challenges of lecturing
Eric Mazur (Harvard) about shifting to focus on students
He uses peer teaching, clickers and active learning
Flipping the classroom (Khan Academy)
CTLE flipping the classroom resources and active learning
Faculty Focus Newsletter – quick articles on teaching topics (sign up for free and get short articles with tips and ideas)
The muddiest point exercise
Lecturing Info from Vanderbilt CTE
Chapter from the Tools for Teaching book by Barbara Gross on Lecturing