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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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18

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