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Session on lecturing
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Delivering - Teaching large groups
Learning Outcomes
To explain, model & apply the basic principles of large group teaching.
What messages does the lecture room give?
To learn is to acquire informationInformation is scarce and hard to findTrust authority for good informationAuthorized information is beyond
discussionObey the authorityFrom Wesch (2009) ALT-C Keynote
What comes to mind when thinking of teaching a large group?
Do you agree / disagree with these?Worry () Enjoyment () Preparation ()
Behaviour ()
What other words come to mind?
Definitions
What do we mean by large group? Vote
Over 30 = , over 50 = , over 100 = The number which places a constraint on what we think we can do? My own comfort
The number which places a constraint on the types of activity we can do? What is actually possible.
Definitions
What do we mean by lecture?Write you definition on a piece of paper.The way we deliver?The content we deliver?The physical space we are in?Can it be whatever you want it to be?
Delivery
“The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. No matter what your topic, your delivery and manner of speaking immeasurably influence your students' attentiveness and learning.” Barbara Davis.
http://teaching.berkeley.edu/bgd/delivering.html this website also includes some really useful tips for delivery.
Pitfalls
In pairs come up with 5 pitfalls
Student perspective 1
59% of students find their lectures boring half the time and 30% find most or all of their lectures to be boring. (Mann & Robinson, 2009)
‘And how many times have we students heard “unfortunately this is quite a boring part of the course, but it really is important”’
What makes a good lecturer? Enthusiasm, approachable, understand the learning perspective of students, give their time after lectures, open-minded, motivated, engage in a process of sharing, passion. (Rieutort-Louis, 2009)
Student Perspective 2
For new students: contrast with school / college
More self-reliance is required, e.g. What to do, note taking, information overload
Depersonalised / anonymousPeer factors
‘fear factor’ of speaking / asking questions in a large group
behaviour
Starting
Talk to students before you start, establish rapport
Grab their attention. Signal the startAnnounce the objectives.
During
Voice: vary tone, conversational style.
Language: simple, concrete, use anecdotes
Well Organised Material (but don’t overdo the prep!)
EnthusiasmClear visual aidsVary activity...
Finishing
Finish forcefully – don’t let it fizzle out“Make sure you have finished speaking before
your audience has finished listening.” Dorothy Sarnoff
Summarise / concludeBe prepared to talk to students
afterwards (if you have time).
Activity
Quizzes / Questions (show of hands, team, paper based...)
Short writing activityShort reading activity (e.g. read an article)Debate / student presentations (prepared in
advance for a particular session) See Davis, SEDA Special 13
Write own exam question based on material presented earlier in lecture. (1 minute paper)
Pair discussion, Buzz groups, Snowballing, syndicate groups. (Gibbs & Habeshaw1989)
Resources for the lecture
DemonstrationsModelsVideoImagesCase studiesWorksheetsJournal ArticlesVideos on large group teaching at Nottingham
http://www.nottingham.ac.uk/pesl/resources/largegroup/
Planning & structuring the lecture
Think: What learning are you trying to stimulate? How does this lecture link to
others? What added value is there in your presence?
Do: Break the lecture up with into sections, provide opportunity for student –lecturer &
student – student interaction, be explicit.
Remember: what are you doing? What are students doing?
Pushing the boundaries
Wesch - vision of students today. http://www.youtube.com/watch?v=dGCJ46vyR9o&feature=PlayList&p=3D942C2F6CBAE121&index=0&playnext=1
Student response systems for Q&A, quizzes.Use of Twitter / SMS / email etc. for getting
student Qs or feedback during the session.Think outside of the walls: use the campus
as a learning space & Simulations e.g. Anthropology 101 class: http://www.youtube.com/user/mwesch?
blend=7&ob=4#play/uploads/4/JgbfMY-6giY
Replacing lectures using technology, e.g. podcasts and have seminars instead.
[Your ideas here]
Summary
Teaching a large group is NOT just about delivering non-stop for 50 minutes with the students being passive.
Students need to engage through:the way we deliver, the resources we usethe activities we integrate.
Teaching is as much an art form as science, it is very close to acting - so enjoy it!!
For practical advice see: Exley & Dennick (2009) ‘Giving a Lecture’ (this is also pretty useful for your reflections on your teaching observations!)
Bibliography
Davis (nd), Practical Ideas for Enhancing Lectures, SEDA Special 13
Gibbs & Habeshaw (1989) Preparing to Teach, Technical and Educational Services Ltd, Bristol
Mann & Robinson (2009) Boredom in the lecture theatre: an investigation into the contributors, moderators and outcomes of boredom amongst university students British Educational Research Journal, 35(2) pp. 243 – 258
Rieutort-Louis (2009) What Makes a Good Lecturer? Academy Exchange Issue 8
Smith (nd), Lecturing to Large Groups, SEDA Special 1 Young, Robinson & Alberts (2009) Students pay Attention!
Combating the vigilance decrement to improve learning during lectures, Active Learning in Higher Education, 10(1) pp. 41–55