planning and organizing lectures

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Planning and Organizing LecturesObjectives:

Determine the importance of planning and organizing lectures Identify the important things to keep in mind when planning for a lecture Define and differentiate the different forms of lecture framework Define advanced organizers Recognize the characteristics of disorganized lectures

Planning the lecture well ahead of time of delivery is time well spent. You need to take

time to plan the objectives of the lecture, to gauge how much time it will take to cover the

content, and to consider the difficulty of the material and the ability of the audience.

3 important things to keep in mind when planning for the lecture:

Articulate the goals for every lecture to yourself, and plan to share those goals withyour students at the beginning of your presentation

Determine which key points can be effectively developed during the class session Develop an introduction, body, and conclusion to your lecture to meet those goals

and to help your students follow your thoughts

Specific tips on lecture organization:

Stick to 3-4 main points in a 50-minute period Vary your format of presenting every 15 minutes

Two More Points on Planning Lectures:

Accommodate different learning styles Convey your own enthusiasm for the topic and focus

Once you clear on the objectives and the level of depth to which you will go with the

content, its time to start a written outline.

Several Forms of Lecture Framework

1. The hierarchal or classical lecture the most commonly used form, especially in nursing information is grouped, divided and subdivided in typical outline form the simplest lecture framework and is very easy for learners to follow, especially if

the outline is visually presented on slides or transparencies

It is most appropriate for teaching of facts and for introducing difficult material(Bligh, 2000)

*example

Research Design:

I. Why we need different research designII. Research Designs

A. Experimental (clinical trials)1. Quasi-experimental


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2. PreexperimentalB. Correlational

1. Ex post facto (comparative)2. Retrospective and prospective3. Cross-sectional and longitudinal

C. DescriptiveD. Qualitative

1. Ethnographic2. Phenomenological3. Grounded Theory4. Validity and reliability of Designs

2. Problem-centered Format in this structure, a problem is posed, and various hypotheses and solutions

are developed

*example

Solutions

Problem: Fever Hypotheses:Infection Antibiotics, fluids

Inflammation Heat application

Dehydration Fluids and electrolytes

when problems are complex, the hypotheses and solutions may beoverlapping making the outline appear more complicated

this kind of lecture requires a lot of clarification and examples3. Comparative Framework

used when the objective is to differentiate between two entities the chart-type format may be actually presented to the learners to help them

visualize the comparisons

Table 1: A Comparative Lecture Framework

Variable Nurse Practitioner Physicians Assistant

Education

Professional Status

Autonomy

Clinical SkillsPrescription Privileges

Salary


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4. Thesis Format involves the lecture taking a position on an issue or a particular viewpoint on a

subject and then supporting or justifying the viewpoint or position with

evidence and logic (Bligh, 2000)

example of a thesis approach might be a lecture on the topic of passiveeuthanasia, with the thesis being that, ethically, passive euthanasia is the

beginning of a slippery slope.

In addition to the explanation at the beginning of the class, the lecturer should continue

to stress the points in the structure as the lecture unfolds. This can be done by use of advance

organizers.

Advance Organizer

a statement that forms a bridge between concepts already discussed and those to come helps the learner link what they already know to what they are about to learn information that is presented prior to learning and that can be used by the learner to

organize and interpret new incoming information (Mayer, 2003)

At the end of the lecture, the structure and main points should be summarized. If the

kinds of organizing structures and techniques that has been mentioned are not followed, a

disorganized lecture can occur, and many unhappy and frustrated learners will result.

Table 2: Characteristics of Disorganized Lectures

1. Structure or outline is not obvious to the listener. No apparent rationale forsequence of topics

2. No mention of the objective or desired learning outcomes of the lecture3. Lecturer mentions the same topic at different times for no apparent purposeother than failing to complete a thought at one time4. No advance organizers before new concepts are introduced5. Lack of smooth transition between sections of the lecture6. No summary or synthesis at the end

References

The University of Minnesota (January, 2010). Planning Lectures. Driven to Discover.

accessed last May 9, 2011
http://www1.umn.edu/ohr/teachlearn/tutorials/lectures/planning/index.htmlhttp://www1.umn.edu/ohr/teachlearn/tutorials/lectures/planning/index.htmlhttp://www1.umn.edu/ohr/teachlearn/tutorials/lectures/planning/index.html

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