The document provides guidance for engaging lectures. It discusses including students in the teaching space, using various tools to promote active learning, and conveying enthusiasm for the subject. Some techniques presented are making eye contact, moving around, organizing material coherently, highlighting key points, and using examples from popular culture. The document also suggests getting students to discuss questions in pairs or groups.

1. @dave_thesmith
Geek, Scientist, Academic, Inspirational Teacher, Life Long Learner
Record Collector, Cyclist, Dad (not necessarily in that order)
Engaging Lectures
Dr David Smith NTF, SFHEA

2. Objectives
Students and the teaching space
- to appreciate the space you teach in
Lecturing tools
- to have knowledge of active learning ideas
Delivery
- to convey enthusiasm for your subject

3. Inclusion and Space

4. Who goes where?
First Game!
Where would you sit when you where an undergraduate?
Where would you sit now?

5. and now for a list of stereotypes
• The high achievers
• The invisible
• The deaf student
• The disengaged
• The too cool for school
caution - you must never do this in practice
Round two!
Where do these students sit in the
learning environment?
Who goes "where!"

6. Please post as we go on the Padlet Wall
double click / tap on
the wall or click here

7. Now what do we do
Them and Us
- Who controls the pace of
teaching?
- Who is at eye level?
- Who is trying to hide?
- Is body language important?
Post on
the Padlet
Wall

8. Them and Us
- Make eye contact
- Don't hide?
- What does your body language say
- Should you move around?
There is a student in this room
Post on
the Padlet
Wall
Now what do we do

9. The Lecture Tool Kit

10. All about you?
- be personable
- be enthusiastic
- be you
- use stories / practice /
humour (?)

11. Failure is an Option

12. What about the material?
- organize the material into
a coherent structure
- highlight the key points
- include popular culture /
news items
- care about your subject
Memorable opening
1 argument
2 argument
3 argument
Memorable closing
detail
detail
detail
detail
detail
detail
detail
detail
detail

13. Bad slides don't help
Don't read this slide. There is nothing on this slide of importance.
At this very moment I am trying to make rather interesting point about something
or other.
Are you still reading this.
Have you looked out the window today there is a world of things out there.
Did you know that if you are reading this you are not listening to what I am
discussing.
I might as well have printed this out for you and used a lovely image, you still have
all the information but that way you care.
Look I told you to stop reading this it really is utter drivel.
Hum hum hum lunch time soon. I have some cheese and pickle sandwich's.
I wonder when I can next get coffee.
I hope you will take something away from todays session
Really stop reading this you can read faster than I can speak
Put your arm in the air if your reading this drivel.
Hopefully that made the point.
Tell you what I will shut up and give you a chance to read this.
Or not.

14. A good slide makes a point

15. this slide is intentionally blank

16. Handouts
Use the handouts as learning
tools
-Set questions
-Structure conversations
-Structure or session

17. Sound and Vision
Give Knowledge
Present Feedback
Offer Examples
Demonstrate
Mirror the content
on the Blackboard

18. Students
Talking to you
Talking to each other

19. Students
Talking to each other: Ask open-ended questions
Give them problems to solve or questions to
answer or material to analyze from different perspectives.
https://teachingcommons.stanford.edu/resources/teaching/small-groups-and-discussions/how-get-students-talk-class
Pair Share: ask them to turn
to the student next to them
and discuss the problem or
question you have posed.

20. Students
Talking to each other: Ask open-ended questions
Give them problems to solve or questions to
answer or material to analyze from different perspectives.
https://teachingcommons.stanford.edu/resources/teaching/small-groups-and-discussions/how-get-students-talk-class
Small Groups: put the class
into groups of three or four
use student response to
collect answers.

21. Objects as a learning tool
- can be used as a focal point for
conversation.
- can be used to demonstrate a
point.
- can be used to talk about
function.

22. Collect ideas
Padlet Post-its

23. Have Employers Set Questions

24. Use the Whiteboards

25. Student Response
Lo Tech
https://goo.gl/5FfQgL
iCARD a low tech way of making lectures more
active
via Dr Neil Cross @theOtherDrX
https://theotherdrx.wordpress.com
Q and A via coloured cards
Hands in the air questioning

26. Student Response

27. Student Response
A. Lungs
B. Brain
C. Liver
D. Skin
Lungs
Brain
Liver
Skin
0%
100%
0%0%
Which is the largest
organ of the human
body?

28. Student Response
A. 5’ 1”
B. 5’ 3”
C. 5’ 5”
D. 5’ 7”
5’1”
5’3”
5’5”
5’7”
0% 0%0%0%
How tall was
Napoleon?

29. Inform them
Delivery
to convey enthusiasm for your subject

30. Communication
Aim: to show that all three aspects
of communication need to be used.
• Verbal communication
• Non verbal communication
• Written communication

31. nano teach!
1 min on any topic you like!
Something you know, something you care about.
You are white board use.
You can pick one for me!
- how to fly a stunt kite
- how to fit a bottom bracket
- why minecraft is fantastic
- what is an enzyme
- the record shops of Leeds

32. nano teach!
By removing one element we can see how important something is
Verbal Non-Verbal Written

33. nano teach!
Now its your turn
but lets remove one aspect of communication
GO!

34. Summary
Students and the teaching space
- to appreciate the space you teach in
Lecturing tools
- to have knowledge of active learning ideas
Delivery
- to convey enthusiasm for your subject