good lecturing practice: preparation & orchestration a session in “preparing to teach:...

GOOD LECTURING PRACTICE:GOOD LECTURING PRACTICE:Preparation & OrchestrationPreparation & Orchestration

A session in “Preparing to Teach:

Introductory Programme for New Teachers”

Adopted from the workshop presented by:

Josephine M. CseteJosephine M. Csete

Educational Development Centre Hong Kong Polytechnic University

August 2000

THE CHRONICLE OF HIGHER EDUCATION CAROLE CABLE

GOOD LECTURING PRACTICE:GOOD LECTURING PRACTICE: Preparation & OrchestrationPreparation & Orchestration

“The best general advice to the teacher who would lecture well is still, 'Don't lecture.’”

Eble (1988)

“Good teaching employs head, hands and heart.” K. P. Kwan (1996)

“Most student learning occurs outside the classroom.” McKeachie (1994)

SESSION OBJECTIVES By the end of this session you will have: Discussed key issues and concerns about lecturing Generated solutions addressing these key issues Explored the components of good lecturing practice

More specifically: Deciding on learning goals Organizing the lecture Preparing lecture materials Practicing the lecture presentation Delivery skills Learning from your own lecturing

I. DECIDING ON LEARNING

GOALS

Here are four steps to help you decide what and how much to include in your lecture:

Select the Main Points Draft Learning Objectives Prioritize Revise and Complete Outline

1. Select the Main Pointsi. Write a one sentence purpose statement for your

lectureii. List the main points you plan to coveriii. Generally no more than five major topicsiv. Points can be:

topical heuristical (reasons why) chronological procedural

DECIDING ON LEARNING GOALS

2. Draft Learning Objectives

i. Turn your purpose and main points into

objectives of what the students should learn

ii. List everything you want students to learn

iii. Include examples, activities, and demonstrations

that would help them learn each main point

iv. Do not be concerned about time (yet)


3. Prioritize

i. Go through your outline and prioritize: 1 = essential for students 2 = important but not essential

3 = nice to know

ii. Think in terms of what you want students to learn rather than what you will present


4. Revise and Complete Outlinei. Make sure you have examples, demonstrations,

questions and practice activities for each main point

ii. Be sure to include your introduction, break times and conclusion

iii. Assign times for each main point and activity

iv. Continue revising your outline until you have your “best guess” as to the amount of information and activities you can cover In the time available

v. Final outline becomes a blueprint for developing the lecture


II. ORGANIZING THE LECTURE

Lectures have three distinct parts:

Introduction: “What you're gonna learn”

Body: “Learn it”

Conclusion: “What you've learned”

Introduction1. Purpose to gain your students’ attention (“Attention Getter”) to state your purpose and main points (“Objectives”) to relate to students' motives (“Motivation”) to orient your students

to the organized main ideas of the lesson (“Advance Organizer”)

to the time schedule and techniques of presentation (“Agenda”)

to help your students recall related information (“Review”)

ORGANIZING THE LECTURE

Introduction

2. Gaining attention describe an interesting case use a quotation statistics unusual story current events humor


Introduction

3. Stating your purpose and main points state overall purpose of lecture state main points to be covered briefly explain each point explain how topic will affect them


Body 1. Begin by restating each main point/learning goal

2. Explain and demonstrate main points present essential points first, followed by most

important next, and “nice to know” last

3. Use examples to facilitate understanding at least one example per idea verbal and/or visual use several examples for complex ideas use interesting examples restate idea at end of example(s) make sure students can relate to examples


Body 4. Have students practice using main points

provide problems, cases, questions, etc., where students respond

students respond by writing answers in pairs or small groups

students’ responses indicate their understanding of the main points

provide correct answers to practice and explain why it is correct (“Feedback & Remediation”)

5. Briefly summarize at end of each main point

6. Provide transition statement to next main point


Conclusion

1. Provides a logical ending – a sense of completeness and structure.

2. Restate main points (“Summary”)

3. Restate purpose sentence and how topic relates to audience (“Objectives" & "Motivation”)

4. Connect with other instructional segments of past and future (“Integration”)


Conclusion

5. Check to see whether students have accomplished the main purpose of the lecture (Checking can be done by teacher, peer, self) (“Test”)

6. Finish with a flourish on time enthusiastic use an attention getter


III. PREPARING LECTURE MATERIALS

Your Lecture Notes

Visual Aids

Students’ Materials

Your Lecture Notes Notes should contain the sequence of what

you will say and what students will be doing Notes should serve as reminders only Detailed notes on attention getters,

transitions, conclusion Reminders for main/sub points Cues for examples and visual aids Reminders about presentation style

PREPARING LECTURE MATERIALS

Your Lecture Notes Tips:

Fewer the better/KISS (Keep it simple stupid)

Develop your own style

Numbered pages/sheets

Print large

Use only one side

Try computer presentation software


Visual Aids

What visual aids should include: An attention getter/a presentation overview Your main points Graphs, charts, graphics to support main

points Directions for activities A closing attention getter


Visual Aids Tips:

The “Rule of 7’s” - Overheads and slides should be limited to:

7 words per line7 lines per visual aid

18 - 24 point font size Stories & Cartoons: Good idea, but

what's the point? Graphs, charts and tables from books.

Blow them up!Blow them up!



Provide (some) materials that students can use for preparation before lecture (pre-readings, etc.)

Provide handouts at the start of lecture so that students can:

listen & think about what you are saying rather than just write

add their own notes to yours



Handouts should include: complex charts, tables, diagrams essential information (main points, key

vocabulary, etc.) information for which accuracy is

important (formulae, names, dates)



Tips: consider “interactive handouts” in which

students fill in some missing information during the lecture

ascribe to the "less is more" principle


IV. PRACTICING THE LECTURE PRESENTATION

There are five steps to practicing the lecture for delivery:

Review Your Notes Early Practice Polishing the Delivery Formal Practice Mental Imaging

1. Review Your Notes

Work one section at a time Review until you can recall both the

meaning of your notes and the sequence of thoughts

Continue for entire presentation All mental – nothing out loud

PRACTICING THE LECTURE PRESENTATION

2. Early Practice

Begin practicing out loud Go one section at a time Work especially on introduction,

transitions and conclusion


3. Polishing the Delivery

Practice out loud with visuals Pay attention to eye contact, gestures and

delivery

Time yourself


4. Formal Practice Go through entire presentation Invite colleagues, staff, etc. to listen Audiotape/videotape your own lecture


5. Mental Imaging Mentally practice See yourself in front of the audience Give yourself a pep talk


Final Thoughts on Preparing to Final Thoughts on Preparing to Present...Present...

Prepare ahead of time Practicing aloud does make a difference Identify and develop your own style


V. DELIVERY SKILLS

Prepare the Environment Before Lecture

Verbal Delivery

Nonverbal Delivery

Click here for the checklist to guide you in delivering your lecture

(To read the file in PDF format, Acrobat Reader is required.)

VI. LEARNING FROM YOUR OWN LECTURING

Self Reflection Feedback from Colleagues and Other

“Expects” Feedback from Students

Self Reflection Reflect upon what went well and what

needs modification or change Jot ideas directly on your lecture notes so

you will be reminded of revisions for next time.

Video or audiotape a lecture for private review (microteaching)

LEARNING FROM YOUR

OWN LECTURING

Colleagues and Other “Experts”

Sit in a colleague’s lecture, or ask someone to sit in your lecture

Read about teaching in general and/or teaching your subject area

Make use of local “educational consultants” either for workshops, or individual consulting

LEARNING FROM YOUR

OWN LECTURING

Students Collect feedback from students Types of feedback:

informal conversations (reliable?) “one minute papers” (to check students’

understanding) formative surveys (What is helping

students learn? What could you do to make their learning easier?)

…

LEARNING FROM YOUR

OWN LECTURING

GOOD LECTURING PRACTICE:GOOD LECTURING PRACTICE:Preparation & OrchestrationPreparation & Orchestration

A session in “Preparing to Teach:

Introductory Programme for New Teachers”

Enjoy Lecturing!Enjoy Lecturing!

good lecturing practice: preparation & orchestration a session in “preparing to teach:...

Documents

learning goals

lecture introduction

main pointswrite

main pointdo

lecture materials

lecture lectures

student learning

dont lecture