Reviving Your Lecture


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  • Keep the opening brief, entertaining- 5 min max
  • Keep the opening brief- 5 min max Think- pair - share: have class turn to classmate, ask class a question, give a moment to think and then share with partner [about 5 min max Stump your partner: again classmates pair up and then each asks the other a question about the previous day’s lecture in an effort to stump them - can then have time for them to ask you things they need clarified. Note check- partners again have them compare notes from previous day- see what each had as important points, points of confusion
  • Insert a slide like this right into PowerPoint presentation so that you break every 12-15 minutes
  • Insert a slide like this into the body of the lecture so you take a break every 12-15 minutes
  • Insert a slide like this into the lecture so there is a break every 12-15 minutes.
  • Sometimes a blank slide is a good strategy—it gets students’ attention, gives them a chance to catch their breath, and forces the instructor to slow down.
  • What follows are other examples of active learning strategies, many of which include group or pair work. One thing to mention, too, is that these kinds of slides could also be used as classroom assessment techniques.
  • You could use this to help students grasp information; you could also use it as a classroom assessment technique.
  • Reviving Your Lecture

    1. 1. Death by PowerPoint Reviving the lecture
    2. 2. Reviving PowerPoint Based Lectures <ul><ul><li>Cathy Moore in Dump the Drone suggests </li></ul></ul><ul><ul><ul><li>Vary the rhythm </li></ul></ul></ul><ul><ul><ul><li>Use humor </li></ul></ul></ul><ul><ul><ul><li>Say “you” </li></ul></ul></ul><ul><ul><ul><li>Chop the content on the slides </li></ul></ul></ul><ul><ul><ul><li>Check the readability stats of your slides </li></ul></ul></ul>
    3. 3. Reviving PowerPoint Based Lectures <ul><li>The slides </li></ul><ul><ul><li>Limit information placed on the slides </li></ul></ul><ul><ul><li>Place information in the notes section for lecture’s use </li></ul></ul><ul><ul><li>Handout an outline of notes- leaving blanks for activities </li></ul></ul><ul><ul><li>Slideshow menu at the top of the screen. Select View Presenter Tools. </li></ul></ul><ul><ul><ul><li>This allows one to show the slides on the screen </li></ul></ul></ul><ul><ul><ul><li>Notes pages on the lecturer’s computer </li></ul></ul></ul>A thorough review of Pp slide development
    4. 4. Reviving PowerPoint Based Lectures <ul><li>Research on lecture </li></ul><ul><ul><li>To keep attention, pause every 12-15 minutes </li></ul></ul><ul><ul><li>How? </li></ul></ul>
    5. 5. Reviving PowerPoint Based Lectures Click on the word to go to the next section Opening Middle/Main End/CFU
    6. 6. <ul><li>Use a creative beginning </li></ul><ul><li>Ask a question </li></ul><ul><li>Use a scenario </li></ul><ul><li>Play a song, video clip </li></ul><ul><li>Read a current event item </li></ul>Opening:
    7. 7. <ul><li>Use a creative beginning </li></ul><ul><li>Role play </li></ul><ul><li>Think-pair-share </li></ul><ul><li>Stump your partner </li></ul><ul><li>Note check </li></ul>Opening: Return to list of sections
    8. 8. Middle Section <ul><li>Insert a slide to break every 12-15 minutes </li></ul><ul><li>The following examples could be placed in slide </li></ul><ul><ul><li>Refocuses student attention </li></ul></ul><ul><ul><li>Lecturer catches breath and slows a bit </li></ul></ul><ul><ul><li>Puts student into the lecture via activity </li></ul></ul>
    9. 9. <ul><li>Example: </li></ul><ul><li>Take a moment to reflect on your experience with group projects. </li></ul><ul><li>Come up with a positive and a negative example. </li></ul>Middle Section: Quick Break
    10. 10. <ul><li>Think- Pair- Share example: </li></ul><ul><li>Think of what you know about active learning strategies. </li></ul><ul><li>Turn to a partner and share your knowledge. </li></ul><ul><li>Do you have anything to share with the class? </li></ul>Middle Section: Quick Break
    11. 11. <ul><li>Focused listing example: </li></ul><ul><li>Take out a sheet of paper and list as many characteristics of good lecturing as you can. </li></ul>Middle Section: Quick Break
    12. 12. <ul><li>Brainstorm example: </li></ul><ul><li>What do you know about the ways students learn? </li></ul><ul><li>Start with your clearest thoughts and then move on to those that are kind of out there! </li></ul>Middle Section: Quick Break
    13. 13. Questions? Middle Section: Quick Break
    14. 15. <ul><li>Think about how you might use active learning strategies in your lectures. </li></ul><ul><li>Turn to a partner and discuss. </li></ul><ul><li>Share your findings with the large group. </li></ul>Think-Pair-Share
    15. 16. <ul><li>Note Check Example: </li></ul><ul><li>Take a few minutes to compare notes with a partner: </li></ul><ul><ul><li>Summarize the most important information. </li></ul></ul><ul><ul><li>Identify (and clarify if possible) any sticking points. </li></ul></ul>Middle Section: Quick Break
    16. 17. <ul><li>Take a minute to come up with one question. </li></ul><ul><li>Then, see if you can stump your partner! </li></ul>Stump your partner: Question and Answer Pairs Middle Section: Quick Break Return to list of sections
    17. 18. <ul><li>Summarize the most important points in today’s lecture. </li></ul>Two Minute Paper End of Lecture: Check for Understanding [CFU]
    18. 19. <ul><li>what would it be? </li></ul>If you could ask one last question. . . End of Lecture: Check for Understanding [CFU]
    19. 20. <ul><li>Which of the strategies we’ve covered would you like to try in your own classes? </li></ul>One Final Question . . . End of Lecture: Check for Understanding [CFU]
    20. 21. <ul><li>What was the muddiest point today? </li></ul>One Final Question . . . End of Lecture: Check for Understanding [CFU] Return to list of sections
    21. 22. Reviving Lecture <ul><li>PowerPoint can assist in: </li></ul><ul><ul><li>Keeping student interest </li></ul></ul><ul><ul><li>Engaging students in the learning process </li></ul></ul><ul><ul><li>Keeping the lecturer in tune with students </li></ul></ul><ul><ul><li>Be a tool in the learning process </li></ul></ul>
    22. 23. References <ul><li> </li></ul><ul><li>University of Minnesota, Human Resources </li></ul>