Interactive lecturing

By Malek Tabbal,Associate Professor & Chairman

Department of Physics, AUBBeirut, Lebanon

E-mail: malek.tabbal@aub.edu.lb

November 19-20, 2007

Workshop

Day one: after reflecting on how an effective lecture can be planned, we will present a draft plan of an effective lecture session.

Main Learning Outcomes

Day two: after sharing my experience on interactive lecturing in large classes at AUB, we will apply a simple yet effective way to turn your classroom into a lively but well structured interactive session.

OUTLINE, Day 1: Effective lecturing

Session 1*: (2 hours) Introduction: Outline, presentation Discussion questions on the lecturing process. Guidelines to have in mind when preparing a lecture

BREAK

Session 2*: (2 hours) Plan and draft a lecture. Examples of effective lecturing: Discussion & assessment. Wrap-up of Day 1 and additional talking points.

* These sessions were originally designed and developed by Dr. Amal Bou Zeineddine of AUB

Warm up Discussion Questions

Pre Lecture

1. Why do I use the lecture method in my course?

2. How do I prepare for my lecture? What specific decisions do I take into consideration when planning a lecture?

3. Do I rehearse my lecture before I go in?

Warm up Discussion Questions

During Lecture 4. Do I read my lecture or “tell” it to students?

5. How would I describe students’ behavior/attitude in my lecture?

6. How do I know that my students are with me during my lecture?

Post Lecture7. What do I do to make sure that students attained the set objectives for my lecture?

Guidelines to Have in Mind When Preparing a Lecture

(Adapted from: Teaching Methods (2000), Center for Teaching and Learning, University of Chicago) 1. Who are my students? What can I assume with absolute certainty what they know?

2. What are the major points that I want to get across in this lecture? If my students walk out of the lecture knowing only one new idea, skill, or concept, what would it be?

3. What concrete examples can I use to emphasize these points? Can I think of any examples that draw on my students' own experiences?

 4. What kinds of connections will my students have to make to previously covered material? Should I plan to provide these connections?

 

 5. In what ways will my presentation be different as a lecture from what it would have been as an essay on the topic?

Guidelines to Have in Mind When Preparing a Lecture

End of Session 1, Day 1.

BREAK

 

Planning a Lecture

I. Lecture Introduction

1. I start my lecture by announcing the specific learning outcomes.

Example(s):  

2. I start the lecture by posing a question or problem to be solved during the lecture.

Example(s):  

3. I tell students how I expect them to use the lecture material in lab sessions, classes, assessment etc.

Example(s):

4. I begin my lecture with a quick summary of key points of previous lecture.

Example(s):

5. Other suggestions: Example(s):  

II. Lecture Body

6. I make my lecture conversational (ask questions, ask for oral/ written responses, pause for 2/3 minutes for student questions/summary etc.

Example(s):  

7. I relate my lecture to real life situations. 

Example(s):  

8. I include more than 4 concepts in a 50-minute lecture.

Example(s):  

9. I repeat key ideas and connect them to the following concept.

Example(s):  

10. Other suggestions: Example(s):  

 

Planning a Lecture

III. Lecture Conclusion

11. I plan time for student questions/clarifications.

Example(s):  

12. I summarize at the end of my lecture.

Example(s):  

13. Other Suggestions: Example(s):  

 

Planning a Lecture

IV. Lecture Delivery

14. I cue important ideas by varying speech rate, volume, pitch.

Example(s):  

15. I speak to the students and maintain eye contact ( i.e. not speak to the board, walls, notes or floor).

Example(s):

16. I let my sense of humor/enthusiasm show.

Example(s):  

17. Other Suggestions: Example(s):  

 

Planning a Lecture

V. Reflections

18. I make notes to myself after my lecture (what went well, what didn’t).

Example(s):  

19. I use my students’ feedback to modify/improve my lecture.

Example(s):  

20. I solicit feedback from my peers. Example(s):  

21. I know my students’ ability in note- taking skills.

Example(s):  

22. I record and/or videotape myself lecturing. 

Example(s):

23. Other Suggestions. Example(s):  

 

Planning a Lecture

End & Summary of Day 1

The advantages and disadvantages of the lecture method were

assessed.

We have presented the guidelines to have in mind when

preparing an efficient lecture.

A plan of an efficient lecture was designed and drafted.

OUTLINE, Day 2: Interactive lecturing

Session 1: (2 hours) Feed-back from participants on Day 1. Introduction Issues to consider when teaching “large classes”. Implementing interactive teaching.

BREAK

Session 2: (2 hours) Plan and draft an interactive lecture: “Converting” your lecture into an

interactive one. Examples of interactive lecturing: Discussion and assessment. Wrap-up of Day Two and additional talking points Conclusion of workshop: discuss implementation & follow-up

In this session, we shall present a simple and

effective way to turn your classroom into a

lively but well structured interactive session by

- enhancing teacher-student communication

- encouraging student-student interaction

Goal of the session

Why do we lecture?

We teach the way we were taught!

Thought to be the most effective way of delivering a large amount of information in a short period of time.

Nice and clear overview of the material.

Is it a HABIT?

BUT…

From Mazur, Physics Today (1996)

Teaching Large Classes: An Uphill Battle?

Anything you can do in a large class, you can do better in a small one!

(P. Wankat)

Everybody is against it but we have to do it!!

1. How do we define a large class? Why do we usually use the lecture method in large classes?

2. How do you think students feel in a large class? What about you?

Teaching Large Classes: An Uphill Battle?

3. Do you believe that class size influences: a. Your teaching effectiveness?

b. The organization and delivery of the material?

c. Your student assessment plan?

d. Management of your class?

Teaching Large Classes: An Uphill Battle? (II)

5. How would you describe an interactive lecture given to a large class? Have you ever used interactive lecturing in large classes? Is applying an interactive method of learning in a large class is the last thing you would want to do?

4. In your opinion, how long is the attention span of students in a large class?

Teaching Large Classes: An Uphill Battle? (III)

Peer Instruction*: an example of interactive lecturing* Adapted from “Peer Instruction: a user’s manual”, E. Mazur, Prentice Hall (1997).

IntroductionLecturing: presentation of a concept

Ask a multiple-choice conceptualquestion (ConcepTest)

Students discuss possible answers with each other

Solicit answers from student and summarize

This represents the ideal lecture

4

10

121

4

1010

11

1

12

2

50 minutes

Conclusion

A train car moves along a long straight track. The graph shows the position as a function of time for this train. The graph shows that the train:

1. speeds up all the time.

2. slows down all the time.

3. speeds up part of the time and slows

down part of the time.

4. moves at a constant velocity TimeP

osit

ion

Example of a conceptest

Student response

http://www.colorado.edu/physics/EducationIssues/dubsoncards.JPG

Show of hands.

Flashcards.

Clickers

Variations along the same theme: the ConcepTest

1. Question posed: 1 minute

2. Student thinks, each on his/her own and answers: 1 min.

3. Student discusses answer with neighbor: 2 min.

4. Student shows revised answer.

5. Explanation of correct answer: 1 min.

Two levels of interaction

• Teacher-student: - active solicitation of student participation.- teacher enthusiasm is a must and is contagious!!

• Student-student: -Students can explain to each other more efficiently than teachers- Explaining to others leads to clarification and better understanding of concepts.

Some Advantages

• Student actively involved in the learning process.

• Particularly suitable for large classes where other active-learning approaches are difficult to use.

• Easy to implement.

• Acquire the habit of reading the material before coming to class (Check using graded pop-quizzes).

More Advantages

• Immediate feed-back to teacher on student understanding.

• Improved attendance.

• Emphasis on concept based understanding that helps problem-solving and discourages rote learning

And More…

• Short questions can be given to start or to wrap up a lecture.

• Vary the methods: use class demonstration and multi-media (short movies).

• Call on some students (sitting in the back!) to answer.

BUT…

• Less lecturing time means less material covered!

• Student should read before coming to class? You must be joking!

• Level of multiple-choice conceptual questions?

• Availability of a suitable textbook?

• Uncooperative students...

End of Session 1, Day 2.

BREAK

Planning an interactive lectureHow do I make my lecture interactive?

Can learning be achieved by questioning?

How can I make my lecture “conversational”?

Planning an interactive lecture

How many short questions can I ask during my lecture?

Design 3 or 4 multiple choice questions that you can introduce in your lecture.

i. ii. iii. iv.

Summary of Day 2

We have presented a simple and effective way to turn your

classroom into a lively but well structured interactive session.

The major advantages of this technique are the following:

- it triggers student involvement in the teaching-learning

process.

- it emphasizes on conceptual understanding as opposed to

rote-memorization.

- easy to implement!

Acknowledgements: Dr. Amal Bou Zeineddine.