Teaching in the Lecture Theatre

Session OutlineExpectationsStarting Points – Definitions etc.PracticalIdeas

Learning OutcomesTo have an understanding of the basic principles of working in a lecture room.To have resources which you can follow up to learn more.To have some ideas of how to push the boundaries of your current practice.

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 lecture?Notes: crowd control, boredom, passive, long, latecomers, daydreaming, doodling, listening,

DefinitionsWhat do we mean by large group?Over 30 = 6 , over 50 = 9, over 100 = 6The number which places a constraint on what we think we can do? My own comfortThe number which places a constraint on the types of activity we can do? What is actually possible.

DefinitionsWhat do we mean by lecture?Write your 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.htmlthis website also includes some really useful tips for delivery.

PitfallsDon’t speak too quickly or too slowly, rambling, don’t start late, don’t cram in too much, match between the topic and way delivered, don’t read the slides – explain, lack of preparation, don’t deliver only in one mode, language – words used, Do you understand? Don’t not check out the equipment.

Student perspective 159% 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 2For new students: contrast with school / collegeMore self-reliance is required, e.g. What to do, note taking, information overloadDepersonalised / anonymousPeer factors‘fear factor’ of speaking / asking questions in a large groupbehaviour

StartingTalk to students before you start, establish rapportGrab their attention. Signal the startAnnounce the objectives.

DuringVoice: vary tone, conversational style.Language: simple, concrete, use anecdotesWell Organised of Material (but don’t overdo the prep!)EnthusiasmClear visual aidsVary activity...

FinishingFinish forcefully – don’t let it fizzle out“Make sure you have finished speaking before your audience has finished listening.” Dorothy SarnoffSummarise / concludeBe prepared to talk to students afterwards (if you have time).

ActivityQuizzes / 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 13Write own exam question based on material presented earlier in lecture.Pair discussion, Buzz groups, Snowballing, syndicate groups. (Gibbs & Habeshaw1989)

Resources for the lectureDemonstrations Models VideoImagesCase studiesWorksheetsJournal ArticlesVideos on large group teaching at Nottingham http://www.nottingham.ac.uk/pesl/resources/largegroup/

Planning & structuring the lectureThink: 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?

TheoryUnderpinning is based on constructivism, e.g. Piaget, Bruner, Biggs learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.Reflective practice

Pushing the boundariesWesch - vision of students today. http://www.youtube.com/watch?v=dGCJ46vyR9o&feature=PlayList&p=3D942C2F6CBAE121&index=0&playnext=1Student 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-6giYReplacing lectures using technology, e.g. podcasts and have seminars instead.Edit Wikipedia http://en.wikipedia.org/wiki/Lecture[Your ideas here]

Lectures at BradfordAudio Visual Services assume responsibility for the provision and management of media equipment in all bookable rooms. av-services@bradford.ac.uk 3158Room Bookings are responsible for the management of all bookable rooms on Main Campus. room-bookings@Bradford.ac.uk4848Check the room beforehand; does it have a computer?http://www.brad.ac.uk/admin/estates/gtaequipment.php

SummaryTeaching 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!!

BibliographyDavis (nd), Practical Ideas for Enhancing Lectures, SEDA Special 13Gibbs & Habeshaw (1989) Preparing to Teach, Technical and Educational Services Ltd, BristolMann & 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 – 258Rieutort-Louis (2009) What Makes a Good Lecturer? Academy Exchange Issue 8Smith (nd), Lecturing to Large Groups, SEDA Special 1Young, 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