From Presenting to Lecturing: Adapting Material for Classroom Delivery
From Presenting to Lecturing: Adapting Material for Classroom Delivery
From Presenting to Lecturing: Adapting Material for Classroom Delivery
From Presenting to Lecturing: Adapting Material for Classroom Delivery
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Diff between pres and lec


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Diff between pres and lec

  1. 1. From Presenting to Lecturing: Adapting Material for Classroom Delivery CTE Teaching Tips C lick here for more Teaching Tips From Presenting to Lecturing: Adapting Material for Classroom Delivery Presentations are a common tool for which graduate students and faculty often receive training during their undergraduate and graduate course work. Lectures seem to be a natural offshoot from presentations, but there are significant differences between the two. We have identified contextual, structural, interaction and delivery components that are commonly different in lectures than in presentations. Keep in mind, however, that lectures and presentations are not two totally different entities, and that it would be more accurate to view them as two ends of a continuum. An event such as a guest lecture shares elements of both a lecture and a presentation. As such, though presentations and lectures are presented separately here, you might very well find yourself combining elements of a lecture and elements of a presentation. Context Presentation Lecture General Context Stands alone Fits within the context of a series Might be within the context of a of lectures, a whole course, and series of lectures, but those are even a whole program generally unrelated Focus of Event “Telling” to convey a few points Helping students learn the and/or findings material Audience Colleagues Students Relevance Information is important within What do I want my students to the context of your research, learn and why? and for its connections to related fields Objectives What impression should my What do I want my students to audience leave with? learn and why? Structure Presentation Lecture Opener Often receive an introduction You start the lecture (e.g., “May from organizer – silence already I have your attention please?” achieved or “Let’s get started”) • Wait for Use interesting statistics, silence before beginning puzzling questions, etc. to keep lecture attention Remind students of what was covered in the last class, then preview new material1 of 4 2/20/2013 2:13 PM
  2. 2. From Presenting to Lecturing: Adapting Material for Classroom Delivery Amount of Content Because you are just “telling” Limit yourself to about 3 main your audience about the concepts/50-minute lecture material, you can deal with many points in a short amount of time Organization of Content Generally divided according to Structure varies depending on research headings (e.g., material and course structure introduction, purpose, methods, (e.g., topic by topic, findings, conclusions) chronological, problem– centered, etc.) Explanation of Relevance of Generally only given in Is critical in motivating students Content introduction and conclusion to listen Helps students retain information May need to be restated throughout lecture Define/Explain Unfamiliar Needed to follow material Needed to follow and learn Terminology Audience’s knowledge of your material topic may be quite varied Know the amount of background information your students possess Use of Connections Harder to do since Critical in helping students presentations are often “stand understand and cognitively alone” (vs. series of lectures) organize new information in Might want to outline their minds implications for other related Use to link new material to fields previously learned material Use to explain relationships between key topics Use of Repetition Repeat or redefine the main Use to emphasize main concepts when you discuss concepts and highlight what them – your audience cannot go students need to learn/retain back to what you said 20 Repeat and rephrase the main minutes ago points throughout your lecture Use a preview and review of the Try to summarize each main points at the beginning subsection and end Closing Need a definite ending to signal Wrap up class with a review of closing (“In conclusion,” or the day’s material AND a “Today I’ve told you…”) preview for next day Recap your main findings / main points Interaction Presentation Lecture2 of 4 2/20/2013 2:13 PM
  3. 3. From Presenting to Lecturing: Adapting Material for Classroom Delivery Note-taking Generally not expected of Expected of students, so presentation participants consider what you want your students notes to look like when designing a lecture and your AV materials Interactive Activities Generally are none, but they can Use them when possible to be incorporated if desired or if break audience expects them the flow of the lecture, emphasize key material, or provide ‘handson’ experience Question Strategies Few, if any, questions from Use to verify students’ presenter (generally just rhetorical understanding of concepts, or call for show of hands) consolidate their knowledge, and break up the flow of the lecture Prepare questions to ask students during the lecture Receiving Questions Generally are accepted from the Accept questions throughout the audience at end of a presentation lecture Building Rapport Is still an important part of Set a positive environment from presenting the first day of class Showing a lack of professionalism Showing a lack of or a lack of aptitude can have professionalism or a lack of negative consequences on how aptitude can have negative your peers perceive your consequences on the classroom credibility environment for the whole term Scheduled Breaks No scheduled break during short Need to have scheduled breaks presentations (< 1 hour) for long lectures (e.g., 3 hours) Delivery and Materials Presentation Lecture Delivery Skills The delivery skills involved in a lecture and a presentation are the same Visual Aids Audience is unlikely to take Use to support your lecture, not notes, so avoid overloading replace it, and to provide them with information important information Presenters generally use Remember that students will write overheads or PowerPoint for down everything you put on visual a more “professional” look aids Generally pre-prepared, so Include only main points, critical not as flexible as visuals for a information and definitions lecture Use headings and subheadings to help your students organize the3 of 4 2/20/2013 2:13 PM
  4. 4. From Presenting to Lecturing: Adapting Material for Classroom Delivery material May use the blackboard, overheads, PowerPoint, or a combination Often created in real-time during class to reflect outcomes of interactive exercises or to help pace lecture Other AV Materials Not commonly used, often Can use videos or demonstrations due to time constraints and to illustrate key points audience expectations Handouts or Course Notes Provide an outline as well as Use as a teaching tool, so use relevant diagrams/pictures headings and subheadings, and etc. include only main ideas so Can include the full details of students can annotate with what was presented, due to material from lecture limited audience note-taking Use also to engage students and (e.g., print out compressed provide incentive to attend version of slides) lectures Always include a copy of visual information, as it is often copied with errors Flow of Talk Design discrete points to flow Keep in mind that the average without interruption from attention span does not exceed beginning to end 15- 20 minutes Divide lecture material into 10-15 minute segments Use activities, summaries, and questions to break up the flow and to help maintain the learner’s attention span4 of 4 2/20/2013 2:13 PM