1. Lectures for Learning Lectures for Learning Maryellen E. Gusic MD Penn State College of Medicine

2. A Captive Audience

3. Planning a Teaching and Learning Session Conduct a Needs Assessment Conduct a Needs Assessment Develop Learning Objectives Develop Learning Objectives Develop Teaching Materials and Methods Develop Teaching Materials and Methods Teach Teach Evaluate Teaching Effectiveness Evaluate Teaching Effectiveness

4. Needs Assessment Who is your audience? Who is your audience? What do you want to teach and why? What do you want to teach and why? Why should the student be motivated to learn? Why should the student be motivated to learn?

5. Gen X and Gen Y Kipnis DG and Childs GM. Medical Reference Services Quarterly 2004 Individuals who want a voice Individuals who want a voice Value rapport with teacher and with each other Value rapport with teacher and with each other Class time is both educational and social Class time is both educational and social Don’t want to be passive learners Don’t want to be passive learners Want variety in their learning Want variety in their learning Want real world relevance Want real world relevance Want current information Want current information Want sounding boards/feedback Want sounding boards/feedback

6. Our Current Generation of Learners Tech savvy Tech savvy Resourceful Resourceful Low threshold Low threshold for boredom for boredom Prefer action to observation Prefer action to observation

7. Learning Objectives What do you expect your students to learn? What do you expect your students to learn? Identifies most important areas for learning Identifies most important areas for learning Focus for teacher and student (“same page”) Focus for teacher and student (“same page”) Includes content analysis to determine appropriate knowledge, skills, and attitudes Includes content analysis to determine appropriate knowledge, skills, and attitudes

8. Learning Objectives Learning Objectives should be “SMART” Learning Objectives should be “SMART” SSpecific SSpecific MMeasurable MMeasurable AAttainable for Target Audience AAttainable for Target Audience RRelevant and Results Oriented RRelevant and Results Oriented TTargeted to Learner TTargeted to Learner

9. Learning Objectives and Hierarchy of Learning KNOWLEDGEINTELLECTUAL ABILITIES AND SKILLS Define Memorize Repeat Record List Recall Name Identify KNOWLEDGE Restate Discuss Describe Recognize Explain Express Locate Review Tell Report Acquire Comprehend COMPREHENSION Translate Interpret Apply Employ Perform Exhibit Use Demonstrate Dramatize Practice Illustrate Operate Schedule Shop Sketch APPLICATION Distinguish Analyze Differentiate Appraise Calculate Experiment Test Compare Contrast Criticize Diagram Inspect Debate Question Relate Solve Examine ANALYSIS Compose Plan Propose Design Formulate Arrange Assemble Collect Construct Create Develop Organize Manage Prepare SYNTHESIS Judge Appraise Evaluate Rate Compare Value Revise Score Select Choose Assess Estimate Measure EVALUATION

10. Teaching Methods What is the best way to teach? What is the best way to teach?

11. Teaching Strategies Determine which style will most effectively accomplish objectives Determine which style will most effectively accomplish objectives Be flexible/expand your repertoire Be flexible/expand your repertoire Roles for teacher and learners must be clarified for each interaction Roles for teacher and learners must be clarified for each interaction Customize learning Customize learning Use of appropriate method increases likelihood of learning Use of appropriate method increases likelihood of learning

12. Learning Pyramid Lecture 5% Lecture 5% Reading 10% Reading 10% Audio Visual 20% Audio Visual 20% Demonstration 30% Demonstration 30% Discussion Group 50% Discussion Group 50% Practice by Doing 75% Practice by Doing 75% Teaching Others 90% Teaching Others 90% Eyler and Giles Eyler and Giles

13. Lectures Teacher as dispenser of information Teacher as dispenser of information Allow dissemination of information not available anywhere else Allow dissemination of information not available anywhere else Can establish learner interest in subject Can establish learner interest in subject Introduce or organize an area of content Introduce or organize an area of content Promote short term retention Promote short term retention

14. Lectures Not appropriate when : Not appropriate when : Objective involves application Objective involves application of skills or information or task involves of skills or information or task involves change in attitudes or behavior change in attitudes or behavior Long term retention required Long term retention required Content is complex or abstract Content is complex or abstract Learner participation is necessary to achieve objective Learner participation is necessary to achieve objective Analysis, synthesis, or integration is required Analysis, synthesis, or integration is required

15. Effective Lectures…for Learning Teacher-student interaction Teacher-student interaction Conversation/discussion with questions between teacher and student Conversation/discussion with questions between teacher and student Learning is responsibility of both teacher and learner Learning is responsibility of both teacher and learner Opportunities for application/problem solving Opportunities for application/problem solving Use of varied media Use of varied media Not a note taking frenzy! Not a note taking frenzy!

16. In the Beginning… Clarify the expected roles of the learners Clarify the expected roles of the learners Think about how you will connect them to one another Think about how you will connect them to one another Connect the learners to the material Connect the learners to the material State what you will be talking about and put it in context State what you will be talking about and put it in context Create meaning Create meaning Create interest Create interest

17. The “Meat” of the Material Present 2-3 key points Present 2-3 key points Involve learners in review of material—help them use and remember it Involve learners in review of material—help them use and remember it Adjust the pace to the complexity of the material and experience of the learner Adjust the pace to the complexity of the material and experience of the learner Use short sentences/ Use short sentences/ define terminology define terminology

18. Make Your Key Points Introduce in the beginning, state in the middle and summarize in the end Introduce in the beginning, state in the middle and summarize in the end Keystones around which you organize the information presented Keystones around which you organize the information presented Learners will also organize their thoughts about the material around these key points Learners will also organize their thoughts about the material around these key points Make connections/provide context & transitions Make connections/provide context & transitions

19. Public Speaking “101” Practice Practice Use extended eye contact Use extended eye contact Use your voice Use your voice (pitch, volume, pace, pauses) movement and gestures effectively movement and gestures effectively Be in control of the presentation Be in control of the presentation and the audience and the audience Use your visuals to support your presentation Use your visuals to support your presentation

20. Use of Audiovisual Aids: Power Point Slides Practice with equipment Practice with equipment Slides should be concurrent with verbal content Slides should be concurrent with verbal content Pause to allow audience to redirect attention Pause to allow audience to redirect attention Talk to audience/ Talk to audience/ don’t read slides don’t read slides Explain graphics Explain graphics Use verbal cues for next slide Use verbal cues for next slide

21. Using Power Point Slides Total number of slides = 1/2 number of minutes in presentation Total number of slides = 1/2 number of minutes in presentation One topic per slide One topic per slide 3-7 bullets/slide 3-7 bullets/slide 32 point for text 32 point for text Consider background, color, contrast, “special effects”, font, case selection, alignment Consider background, color, contrast, “special effects”, font, case selection, alignment

22. Concluding the Learning Experience Review your key points Review your key points Facilitate learners’ making the link between this new material and past knowledge and experiences Facilitate learners’ making the link between this new material and past knowledge and experiences Link new knowledge with future applications of material Link new knowledge with future applications of material

23. Planning Your Next Didactic Presentation Think about the next lecture you are scheduled to present… Think about the next lecture you are scheduled to present… What is the topic? Who is the audience? What are your learning objectives?

24. Planning Your Next Lecture What strategies/techniques will you use to promote active learning: What strategies/techniques will you use to promote active learning: To create personal meaning for learners To create personal meaning for learners To promote understanding of new concept To promote understanding of new concept To allow practical application To allow practical application To stimulate synthesis of information for use in future? To stimulate synthesis of information for use in future? Small group brainstorming….

25. Evaluate Teaching Effectiveness Were the learning objectives achieved? Were the learning objectives achieved? Includes learner, teacher and educational program Includes learner, teacher and educational program Did the learner learn? Did the learner learn? Did the teacher teach? Did the teacher teach? What were the quality of What were the quality of the teaching techniques? the teaching techniques? How can the session be improved? How can the session be improved?

26. “A yawn is nature’s way of giving the person listening to a speaker an opportunity to open his mouth.” “A yawn is nature’s way of giving the person listening to a speaker an opportunity to open his mouth.” Gian Vincenzo Gravina Gian Vincenzo Gravina