Effective Lecture

1. Effective Lecture Hasan Bugra Coban & Duygu Ercan AEE 530 2012

2. Objectives of this class Identify definition of lecture Identify why lectures are needed in college education Identify the factors of effective teaching http://www.physics.uoguelph.ca/

3. What is lecturing? • “Deliver a discourse for instruction” (Merriam-Webster’s dictionary) • “Creating a story (with a begining and an end, and an interesting middle) – some of which is developed by my students.”(a lecturer in microbiology) • “Lecturing is engaging with a large number of people simultaneously to convey such things as information, enthusiasm, knowledge, and to generate interest among the audience and participation if you are lucky.”(and educational developer) • “Lecturing is an opportunity to air one’s knowledge of subject in front of an attentive audience.”(A business studies lecturer) • “An interactive learning session, involving a human guide passing on knowledge and stimulating thinking and learning in others.”(Geography lecturer) http://epic.hpi.uni-potsdam.de/ (Brown & Race, 2002)

4. Negative connotations of lecturing • “A talk by someone barely awake to others profoundly asleep.” (lecturer in surgery) • “Someone talking and a lot of people listening.” (a pre university learner) • “A lot of talk to the uninterested.” (a retired postmaster) An example of escaping way from a boring lecture;http://www.youtube.com/watch?v=JTAnCw_VZ7s http://www.michaelmccurry.net/ (Brown & Race, 2002)

5. History of the lecture http://en.wikipedia.org/wiki/Lecture • Traced back to Greeks of the fifth century BC. • In medieval times in both Christian and Muslim universities. • Lectures consisted an oral reading of a text followed to a class of students who took notes on the lecture. • By the 19th century • Demonstrations, pictures, and blackboards were used in lectures in science and medicine. • Nowadays, • the most common way of teaching in universities throughout the world is lecturing. (Brown & Atkins, 1988; Brown & Race, 2002)

6. Model for exploring lectures by Entwistle and Hounsell, 1975

7. Transmission: • Lecturer sends messages • Verbal • Extra-verbal: vocal quality, pauses, silence... • Non-verbal: gestures, facial expressions... • Audio-visual message: blackboards, slides... Output: Students’ notes Reactions to the lecturer Non-verbal signals Intention: To provide coverage of a topic to generate understanding Receipt: After 20 minutes, there is a marked decline in attention Including short activities to renew the attention

8. Why are lectures needed? http://www.cnlm.uci.edu/ • Lecturers’ view; • A chance to interest and enthuse the students and to get know the students who want to take the subject further. • An opportunity for the expert to share expertise, latest advances with students. • A way to help students to understand the state of the art of the subject. • A chance to bring the subject to the life, discuss it, debate it, argue about it, and get the students really thinking. • The most cost effective way of delivering content in higher education (Brown & Race, 2002)

9. Why are lectures needed? http://www.berwick.monash.edu.au/ • Students’ view; • To find out what student is supposed to learn, what parts of the text book student should concentrate on. • It is a best chance to find out how academics’ minds work. • A chance to compare student’s views or success with those of the other students in the lecture. • To attend because they are expected to be there. (Brown & Race, 2002)

10. Effective lecturer http://www.aic.cuhk.edu.hk • Effective lecturers combine the talents of scholar, writer, producer, comedian, showman, and teacher in ways that contribute to student learning.”(McKeachie & Sivinicki, 2010) • Help students get up-to-date information on current research and theories relevant to topics • Usefully summarize the material scattered over a variety of printed sources. • Provide structure to help students read more effectively. • Motivate students and stimulate interest in further learning • Models ways of approaching problems • Become conscious of what is going on students’ heads, be alert to feedback from students through their facial expressions, nonverbal behaviour, or oral comments. An example of effective lecture; http://www.youtube.com/watch?v=BWcvyipTbLQ

11. Vocal quality: Speak clearly Loud enough to be easily heard by the most distant students Have a live voice Factors In Effective Lecturing 1) Presentation Skills • Eye contact: • Speak to the students • Move around to distribute eye contact around the room

12. Gestures: • Additional sources of information • Avoid repetitive gestures, use communicative ones • Positive attitudes toward students Humor: • Has not a large effect on memory for the lecture contenct however, it is a good way to make interactions with the audiences.

13. 2) Visual Aids • To provide a lasting display of information • Easy to remember for the audience • Help to give the information which is hard to explain verbally • To attract attention • Promoting acceptance of an idea Physical form of visual displays: Chalk-board, overhead projector, projection computer, and handouts on paper.

14. 3) Environmental Conditions http://www.tesoltraining.co.uk/ • Layout of the classroom • Light density • Temperature • Noise and acoustical factors

15. Stage Fright and Building Your Confidence • When you are on the stage: • Have a glass of water • Use some gestures • Use your body language. Actions speak louder than words Before your lecture: • Watch others whose lecturing style you admire • Record your own video and make self evaluation

16. Excellent preparation is the best antidote to lack of confidence • Prepare some notes to help you to remember the content • Don't be afraid of silence ,take a couple of deep breaths before you start to speak • Practice your presentation • Use your time efficiently during your presentation • Get someone to watch you

17. The most common reasons for dislike of lectures amongst lecturers are: • Intellectual challenge in structuring a lecture • Personal satisfaction in giving a good lecture • Student responsiveness during a lecture and subsequently • Arousing and stimulating interest in one’s subject • Motivation from having to give a lecture • Unresponsive audiences • Large groups • Effort and time involved in presentation • Feeling of failure after a bad lecture • Lecturing on topics disliked The most common reasons for liking lectures are:

18. SUMMARY

19. Tips for creating an effective lecture • Review lecture objectives.  • Ask a rhetorical question.  • Ask for a show of hands in response to a general question.  • Ask a series of questions related to the lecture topic.  • Use an interesting or famous quotation.  • Relate the topic to previously covered content.  • Use a case study or problem-solving activity.  • Use a videotape or other media.  • Show an appropriate cartoon with the overhead or slide projector.  • Make a provocative statement to encourage discussion.  • Give a demonstration.  • Use a game or role play.  • Relate the topic to future work experiences.  • Share a personal experience.  • Relate the topic to a real-life experience.  http://www.pleasefund.us/

20. Thanks For Your Kind Attention