Teaching Large Groups

Farahnaz Kamali

Helping students to learn in lectures

• Use concrete examples to illustrate abstract principles• Give handouts of the lecture slides, with space to write

notes• Give handouts with partially completed diagrams and

lists for the students to complete during or after the lecture

• Allow for pauses in the delivery to give students time to write notes

• Check for understanding by asking questions or by running a mini quiz

What you need to know before planning a lecture

• How your lecture fits into the students’ course or curriculum

• The students’ knowledge of your subject—try to get a copy of the lecture and tutorial list for the course

• How the course (and your lecture) will be assessed

• The teaching methods that the students are accustomed to

Planning your lecture

• Distinguish between the knowledge and concepts that are essential (need to know) and (nice to know)

• Aim of the lecture (what do I hope to archive with this lectures)

Example of a lecture plan with a classic structure

Choosing the medium for delivering the lecture

• Which teaching media are available at the teaching venue?

• Which teaching media are you familiar with? (It is not always appropriate to experiment with new media)

• Which medium will best illustrate the concepts and themes that you want to teach the students?

• Which medium would encourage students to learn through interaction during your lecture?

Getting Started

• Brief summary of the previous lecture and indication of the current lecture

• Explain the ground roles for the session

Encouraging students to interact

• Ask question• Get students to ask you questions • Brainstorming • Buzz groups• Mini-assessments

Handouts

• Handouts can encourage better learning if they allow students more time to listen and think

• Handouts should provide a scaffold on which students can build their understanding of a topic

• Handouts should provide a summary of the major themes while avoiding an exhaustive explanation of each

• Handouts can be used to direct further learning, by including exercises and questions with suggested reading lists

How to end your lecture

• summarise the key points• direct students toward further learning• time for questions• One minute paper

Evaluating your lecture(How did I do)

• Ask a sample of the students if you can read their

lecture .

• Ask for verbal feedback from students.

• Ask the students to complete a one-minute paper.

• Ask the students to complete questionnaire.

• Videotape the lecture for private viewing

Creating teaching materials

• Ground rules (LIGHT)

– Link

– Intelligibility

– General style

– Highlighting

– Targeting

Types of teaching materials

• Black, green, or white boards

• Lecture notes

• Overhead projector

• 35 mm slides

• Computer generated slides (Power Point)

Preparing overhead transparencies

Do• Try to use typed rather than handwritten script• Use a type size that is big enough to be read by the

whole audience—for example, at least 20 points• Make sure that the colour of your text works—for

example, dark print on a pale background• Limit each transparency to one idea or concept• Don’t• Use small print• Use overhead transparencies packed with tables and

figures• Use light colours

Uniformity in the teaching materials will help learners to focus on content rather than style

Types and uses of teaching materials

Boards, flip charts—Small groups, problem based learning tutorials, workshops

Lecture notes—Small and large groups; help to improve interactivity Overhead projector—Small and large groups, workshops, and interactive sessions

35 mm slides and PowerPoint—Generally large groups and lecture formats

Types and uses of teaching materials

Videos—Good for clinical teaching in larger groups (use film of patients); also for teaching communication skills and practical skills (students can keep films for self appraisal)

Life and plastic models—Anatomy teaching in small groups or for self directed learning

Computer assisted learning packages—Small groups with a tutor; large groups in computer laboratories; self directed learning Skills centres and simulators—Small groups learning clinical skills

Ground rules for slide preparation (35 mm or PowerPoint)

• Use a clear font that is easily readable

• Use a type size of 20 points or greater

• Use a light text on a dark background for slides (in contrast with OHP transparencies)

• Use short sentences and small tables

• Restrict the overall number of words on each slide to about 40 or fewer

Ground rules for slide preparation (35 mm or PowerPoint)

• Avoid patterned backgrounds—they are extremely distracting

• Limit the number of colours on your slides to a maximum of three

• Use highlighting to emphasise items in lists

• Use animation and sound effects sparingly

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