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Teaching in the Lecture Theatre Or teaching to large groups,[object Object],Neil Currant, Academic Development Advisor, LDU,[object Object],n.currant@salford.ac.uk,[object Object]
Session Outline,[object Object],Expectations,[object Object],Starting Points – Definitions etc.,[object Object],Practical,[object Object],Ideas,[object Object]
Learning Outcomes,[object Object],To have an understanding of the basic principles of working in a lecture room.,[object Object],To have resources which you can follow up to learn more.,[object Object],To have some ideas of how to push the boundaries of your current practice.,[object Object]
What messages does the lecture room give?,[object Object],To learn is to acquire information,[object Object],Information is scarce and hard to find,[object Object],Trust authority for good information,[object Object],Authorized information is beyond discussion,[object Object],Obey the authority,[object Object],From Wesch (2009) ALT-C Keynote,[object Object]
What comes to mind when thinking of teaching a large group lecture?,[object Object],Notes: ,[object Object]
Definitions,[object Object],What do we mean by large group?,[object Object],Over 30 =  , over 50 = , over 100 = ,[object Object],The number which places a constraint on what we think we can do? My own comfort,[object Object],The number which places a constraint on the types of activity we can do? What is actually possible.,[object Object]
Definitions,[object Object],What do we mean by lecture?,[object Object],Write you definition on a piece of paper.,[object Object],The way we deliver?,[object Object],The content we deliver?,[object Object],The physical space we are in?,[object Object],Can it be whatever you want it to be?,[object Object]
Delivery,[object Object],“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.,[object Object],http://teaching.berkeley.edu/bgd/delivering.htmlthis website also includes some really useful tips for delivery.,[object Object]
Student perspective 1,[object Object],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),[object Object],‘And how many times have we students heard “unfortunately this is quite a boring part of the course, but it really is important”’,[object Object],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) ,[object Object]
Student Perspective 2,[object Object],For new students: contrast with school  / college,[object Object],More self-reliance is required, e.g. What to do, note taking, information overload,[object Object],Depersonalised / anonymous,[object Object],Peer factors,[object Object],‘fear factor’ of speaking / asking questions in a large group,[object Object],behaviour,[object Object]
Starting,[object Object],Talk to students before you start, establish rapport,[object Object],Grab their attention. Signal the start,[object Object],Announce the objectives.,[object Object]
During,[object Object],Voice: vary tone, conversational style.,[object Object],Language: simple, concrete, use anecdotes,[object Object],Well Organised Material (but don’t overdo the prep!),[object Object],Enthusiasm,[object Object],Clear visual aids,[object Object],Vary activity...,[object Object]
Finishing,[object Object],Finish forcefully – don’t let it fizzle out,[object Object],“Make sure you have finished speaking before your audience has finished listening.”  Dorothy Sarnoff,[object Object],Summarise / conclude,[object Object],Be prepared to talk to students afterwards (if you have time).,[object Object]
Activity,[object Object],Quizzes / Questions (show of hands, team, paper based...),[object Object],Short writing activity,[object Object],Short reading activity (e.g. read an article),[object Object],Debate / student presentations (prepared in advance for a particular session) See Davis, SEDA Special 13,[object Object],Write own exam question based on material presented earlier in lecture.,[object Object],Pair discussion, Buzz groups, Snowballing, syndicate groups. (Gibbs & Habeshaw1989),[object Object]
Resources for the lecture,[object Object],Demonstrations	,[object Object],Models	,[object Object],Video,[object Object],Images,[object Object],Case studies,[object Object],Worksheets,[object Object],Journal Articles,[object Object],Videos on large group teaching at Nottingham http://www.nottingham.ac.uk/pesl/resources/largegroup/,[object Object]
Planning & structuring the lecture,[object Object],Think: What learning are you trying to stimulate? How does this lecture link to others? What added value is there in your presence? ,[object Object],Do: Break the lecture up with into sections, provide opportunity for student –lecturer & student – student interaction, be explicit.,[object Object],Remember: what are you doing? What are students doing?,[object Object]
Theory,[object Object],Underpinning is based on constructivism, e.g. Piaget, Bruner, Biggs ,[object Object],learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.,[object Object],Reflective practice,[object Object]
Pushing the boundaries,[object Object],Wesch - vision of students today. http://www.youtube.com/watch?v=dGCJ46vyR9o&feature=PlayList&p=3D942C2F6CBAE121&index=0&playnext=1,[object Object],Student response systems for Q&A, quizzes.,[object Object],Use of Twitter / SMS / email etc. for getting student Qs or feedback during the session.,[object Object],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,[object Object],Replacing lectures using technology, e.g. podcasts and have seminars instead.,[object Object],[Your ideas here],[object Object]
Summary,[object Object],Teaching a large group is NOT just about delivering non-stop for 50 minutes with the students being passive.,[object Object],Students need to engage through:,[object Object],the way we deliver, ,[object Object],the resources we use,[object Object],the activities we integrate.,[object Object],Teaching is as much an art form as science, it is very close to acting - so enjoy it!!,[object Object]
Bibliography,[object Object],Davis (nd), Practical Ideas for Enhancing Lectures,  SEDA Special 13,[object Object],Gibbs & Habeshaw (1989) Preparing to Teach, Technical and Educational Services Ltd, Bristol,[object Object],Mann & Robinson (2009) Boredom in the lecture theatre: an investigation into the contributors, moderators and outcomes of boredom amongst university studentsBritish Educational Research Journal, 35(2) pp. 243 – 258,[object Object],Rieutort-Louis (2009) What Makes a Good Lecturer? Academy Exchange Issue 8,[object Object],Smith (nd), Lecturing to Large Groups, SEDA Special 1,[object Object],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,[object Object],For further advice please contact the learning development unit (LDU) or come to one of our workshops.,[object Object],LDU-Queries@salford.ac.uk,[object Object],www.ldu.salford.ac.uk,[object Object]

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Lecturing in HE

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Hinweis der Redaktion

  1. Activity: Quick word association from audience, shout out. Don’t think too much just your 1st thought.
  2. Activity: Show of hands for over 30, over 50, over 100 studentsDo something's not scale up from smaller groups.
  3. Write down you definition of a lecture. I will ask for contributions in 2 minutes.
  4. Do we agree? show of hands for yes.
  5. The consequences of being bored included students missing future lectures and there was also a significant association between level of boredom and grade point average. The most important teaching factor contributing to student boredom is the use of PowerPoint slides.
  6. Ask them
  7. “Good teaching is one-fourth preparation and three-fourths theatre.” Gail Godwin, author in The Odd Woman“It usually takes more than three weeks to prepare a good impromptu speech.” Mark Twain
  8. Pt.1 - Classic example is in American films when a buzzer sounds and the teacher is left shouting out final instructions as the students leave.Dorothy Sarnoff was an image consultant.
  9. Do reading activity
  10. Get them to answer the last of the think questions? E.g. Relevant authority on content, able to explain if they don’t understand, can judge levels of understanding and adapt presentation, can explain in different ways that different learners may find useful.
  11. Give the example that even though I am standing in front of you and you all hear the same thing the meaning you take from what I say is ‘coloured’ by your previous experiences and each of you will leave with a slightly different understanding.e.g. Abstract scientific concepts
  12. Can you think of your own ideas. Work in groups of four to come up with a list of how to push the boundaries with the lecture slot.
  13. e.g. Get involvement / activity 1st, to get you thinking, to set a tone (you can’t just be passive).