![Learning Outcomes ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (19)
Similar to Large group teaching pgcap
Similar to Large group teaching pgcap (20)
More from Neil Currant
More from Neil Currant (15)
Recently uploaded
Recently uploaded (20)
Large group teaching pgcap
- 1. Delivering - Teaching large groups
Editor's Notes
- Explore the space – sit at the back, how does it feel different? Get them to sit at front, whose space is it?
- Activity: Quick word association from audience, shout out. Don’t think too much just your 1 st thought.
- Activity: Show of hands for over 30, over 50, over 100 students Do something's not scale up from smaller groups.
- Write down you definition of a lecture. I will ask for contributions in 2 minutes.
- Do we agree? show of hands for yes.
- Often easier to start with the ‘not to do’. Then turn to pair next to you. Snowballing
- 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.
- Ask them
- “ 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
- 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.
- Mention techniques already used in this session.
- Link to week 3
- 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.
- 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.
- e.g. Get involvement / activity 1 st , to get you thinking, to set a tone (you can’t just be passive).