10/10/20141 explaining clarity interest/persuasion using audio-visual aids varying students...
TRANSCRIPT
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EXPLAINING
CLARITY INTEREST/PERSUASION
USING AUDIO-VISUAL AIDS VARYING STUDENTS ACTIVITIES COMPARING AND CONTRASTIND OPENING AND ENDINGS
PRESENTING INFORMATION GENERATING INTEREST
LECTURE PREPARATION
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• 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
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• 3-use of appropriate mode of explaining –Narrative داستانسرایی
–Anecdotal حکایتی –Conceptual مفهومی
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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
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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
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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 .
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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
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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
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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….
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COMPARING AND CONTRASTING
similarities and differences, advantages and disadvantages
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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
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ENDINGS » EMPHASIS KEY POINTS » SHOW THE LINKS WITHIN THE TOPIC
AND BETWEEN TOPIC AND OTHER KNOWLEDGE AND EXPERIENCES
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VARING STUDENTS ACTIVITIES
Buzz groups : Check of understanding A break so that they return to listening and note taking Encourages discussion and think
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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
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PREPARING A LECTURE
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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
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STEP 1 TO STEP 4 :
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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
effectsE=l*di/dt
What is L
ON
OFF
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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
PRIMARYSECONDARY
PATHOLOGY
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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
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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
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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
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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
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LECTURE EVALUATION
• STUDENT LEARNING • STUDENTS REACTIONS
• PEER EVALUATION • SELF EVALUATION
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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.
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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