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Chapter 9
- 1. Chapter 9 The Lecture:Long-lasting, Logical, and Legitimate
- 2. The Lecture: Long-lasting, Logical,and Legitimate • Setting the Stage • Definition and Purposes • Theoretical Rationale • Types of Learners • Types of Lectures
- 3. The Lecture: Long-lasting, Logical,and Legitimate • Preparing Oneself to Lecture • Resources • Potential Problems • Evaluation
- 4. Setting the Stage •The lecture is the backbone by which knowledge is conveyed in most educational settings. • How can educators merge the need for interactive variety while still implementing the most commonly used teaching method—the lecture?
- 5. Setting the Stage •When the objective is to communicate basic facts, introduce initial concepts, or convey passion about a topic, a well- prepared lecture is very useful
- 6. Definition and Purposes •Should be well-designed, instructor-led, interactive and engage students as well as support diverse styles of learning • Most of today’s educators were educated using the lecture format. • The lecture gives the teacher the most control within the classroom setting.
- 7. Definition and Purposes •Advantages of Lectures – Maximum control of class – Minimal threats to students or teacher – Clarifies and enlivens textbook information – Allows for clarification of confusing material – The teacher knows what has been presented – Lecture material can become the basis for publication
- 8. Definition and Purposes •Advantages of Lectures – Accommodates many listeners – Students are provided with a common core of content – Saves time – Provides a venue to become known as an expert – Allows deductive reasoning – Students are motivated to participate and learn more
- 9. Definition and Purposes •Advantages of Lectures – Allows addition of newest information – Permits auditory learners to receive succinct information quickly – Enables integration of pro and con aspects of topic
- 10. Definition and Purposes •Disadvantages of Lectures – Teacher may try to cover too much material – Needs to be accompanied by another teaching strategy – 80% of information is forgotten one day later – Presumes that all students are auditory learners and learn at the same rate – Not suited to higher levels of thinking – Not conducive for personalized instruction
- 11. Definition and Purposes •Disadvantages of Lectures – Encourages passive learners – Provides little feedback – Student attention waivers in 30 minutes or less – Consistent use inhibits development of inductive reasoning – Poorly delivered lectures are a disincentive for learning. – Viewed by students as a complete learning experience
- 12. Theoretical Rationale • Threecommon approaches flow from theories related to communication, cognitive learning, and pedagogical/andragogical approaches to teaching and learning.
- 13. Theoretical Rationale • Pedagogy –A portion of learning theory that loosely refers to educating the chronologically or experientially immature – someone external to the learner decides who, what, when, where, and how information will be taught; the learner becomes a passive recipient of knowledge.
- 14. Theoretical Rationale • Pedagogy –the lecture strategy establishes the teacher as the one in command, the authority from whom answers come • The principles previously utilized in teaching the young (pedagogy) were adapted and applied to mature learners (andragogy).
- 15. Theoretical Rationale • Andragogy –Educator treats the learner as a mature individual who brings a variety of rich, valuable experiences to every learning situation – The who, what, when, and where of learning emanate from within the learner
- 16. Theoretical Rationale • PedagogyComparison – Dependent, passive learner – Past experiences given little attention – Narrow, focused interest – Focuses on imitation – Focus on what is needed to survive and achieve – Tends to respond impulsively
- 17. Theoretical Rationale • PedagogyComparison – Looks to teacher to identify what should be learned – Focuses on superficial aspects of learning (grades, due dates) – Evaluation of learning done by teacher or society (grades/certificates) – Needs clarity/specificity
- 18. Theoretical Rationale • AndragogyComparison – Independent/autonomous – Wants to participate in decisions related to own learning – Wide ranges of experiences; broad interests – Focus on originality – They want to be in the educational process.
- 19. Theoretical Rationale • AndragogyComparison – Tend to respond rationally – Perceive teachers as facilitators, providing resources and support for self-directed learners – Like challenging, independent assignments – Evaluation done jointly by teacher, learner, and peers – Tolerate ambiguity
- 20. Types of Learners •The teacher must know as much as possible about both the learners and the topic before deciding on a specific theoretical approach/model and/or selecting the teaching strategy
- 21. Types of Learners •Teacher must understand and acknowledge that many learners have a very short attention span, have an arsenal of electronic devices at their fingertips (including in the classroom), are used to multitasking (answering text messages and listening to e-tunes while reading about neuroanatomy), and are used to handling a rapid barrage of information
- 22. Types of Learners •Teacher must accompany the lecture with adjuncts, such as electronic innovations like Second Life, video clips, electronic lecture retrieval (e.g., via MP3 players), lecture–discussion, realistic scenarios, questions/answers accompanied by automated audience response systems (the clicker) with real- time feedback.
- 23. Types of Learners •Allows the teacher to change strategies immediately • It is assumed that the lecturer has a sufficient command of the subject matter, as well as the presence of mind and the flexibility to alter the content and teaching plan;
- 24. Types of Lectures •The lecture, in and of itself, is neither a good nor a bad approach to teaching. It is most effective when not used as the singular, exclusive technique.
- 25. Types of Lectures •Formal lecture—the lecturer delivers a well-organized, tightly polished presentation • Lecture Recitation – Lecturer stops and asks a student to respond to a particular point or idea by reading/presenting prepared materials, may be integrated into the formal lecture
- 26. Types of Lectures •Expository—the lecturer does most of the talking, but entertains questions from the audience • Provocative lecture–the lecturer provokes the audience’s thoughts and challenges them with questions
- 27. Types of Lectures •Lecture-discussion – the instructor speaks for 10-15 minutes and them stimulates student discussion around key points • Punctual Lecture – presenter asks the students to write down their reflections on lecture points and submit them
- 28. Types of Lectures •Lecture-Lab – lecture is followed by students conducting experiments, interviews, observations, etc. during the class period
- 29. Types of Lectures •Students prefer the addition of PowerPoint slides, podcasts, and other technological enhancements because – They bridge direct and constructionist teaching methods. – They support class attendance. – They reinforce difficult concepts.
- 30. Preparing Oneself toLecture • Must allow lots of time for preparation • Lecture Introduction (First 5 Minutes) • Body of Lecture • Lecturer Conclusion (Last 5 Minutes)
- 31. Preparing Oneself toLecture • Lecture Introduction (First 5 Minutes) – First five minutes – Speaker outlines objectives, outcomes, and expectations – Audience decides whether to trust the speaker to produce what was promised (objectives) and whether to invest energy in following the presentation
- 32. Preparing Oneself toLecture • Body of Lecture – General themes that tie together related topics – Topics/concepts that are difficult for students to understand – Sufficient depth and weight to retain learners’ interest – Testimonies, case-specific data, and exhibits
- 33. Preparing Oneself toLecture • Lecturer Conclusion (Last 5 Minutes) – Last five minutes – Review key points – Allow time for elaboration or amplification – Offer suggestions related to application and transfer of knowledge.
- 34. Resources • Key elementsto presenting information in lecture format – Convey enthusiasm – Know the content – Use notes – Speak to the audience as if it were a single student. – Make eye contact
- 35. Resources • Key elementsto presenting information in lecture format – Use creative movement – Avoid barriers – Create a change of pace – Distribute a skeletal outline
- 36. Resources • Perceived NegativeFactors of Lecture Technique – Presentation disorganized – Lack of outline, or outline is too detailed – Lack of professional appearance – Lack of facial expression – Monotonal voice – Reading lecture material
- 37. Resources • Perceived NegativeFactors of Lecture Technique – Nonexistent or poor quality visual aids – Too many PowerPoint slides – No allowance for audience participation – Inconsiderate of learners’ needs – Distracting habits
- 38. Potential Problems • Factorsthat Contribute to a Successful Lecture • Institutional Barriers that Lead to Negative Reactions to Lectures • Helping the Student to Remember Tomorrow
- 39. Potential Problems • Factorsthat Contribute to a Successful Lecture – The teacher who consistently lectures, without integrating other strategies into class time, may be subjected to student- generated negative comments
- 40. Potential Problems • Factorsthat Contribute to a Successful Lecture – One must prepare oneself, plan ahead, organize the content, and integrate at least one additional teaching method (e.g., discussion, video stream, audience response system, small-group interaction, role play, or demonstrative props/simulation, etc.) into each lecture session
- 41. Potential Problems • InstitutionalBarriers that Lead to Negative Reactions to Lectures – Class time to early or too late, or just after a meal time – Number of students proportional to classroom and faculty – Too many students for teacher to make a personal connection with the students
- 42. Potential Problems • Helpingthe Student to Remember Tomorrow – Knowledge Retention • 80% of information learned in a lecture is lost one day later • 80% of the remaining information retained is lost within one month • The more senses the learners have to use, the more information they will retain.
- 43. Potential Problems • PunctuatedLecture – Effective in improving knowledge retention – Listen to a portion of the lecture. – Stop – Reflect on what learners are thinking, feeling, and doing during that part of the lecture. – Write what they are thinking, feeling, doing – Give written feedback to the lecturer.
- 44. Evaluation • Needs tobe done at the conclusion of a lecture • Ask the listeners to respond to a few specific questions and then allow them to provide additional comments or pose the questions and allow the automated clicker response before learners walk out the door
- 45. Evaluation • Should aimto provide constructive criticism and comments for improvement. • Lecturers will not improve without suggested change, and suggested change can best be obtained via the use of a planned evaluation tool/method that is completed by peers and/or class participants
- 46. Conclusion • Lecturing ismore than standing in front of a group and verbalizing information. • Three major segments: Introduction, body, and conclusion. • Genuine enthusiasm is the most important quality of an effective lecturer. • For best results, combine the lecture with other effective strategies.