Lecture and Presentation Skills (Small)

8/4/2019 Lecture and Presentation Skills (Small)

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Lecture and Presentation

Skills

Mohd. Ismawi Ibrahim



Objectives

On completion of this workshop, participants willbe able to:

• Apply various techniques to effectively structureand deliver their lectures and presentations

• Use verbal and non-verbal communication toenhance their lectures and presentations

• Understand and cater to students’ varied

learning needs• Engage in self-reflection for continuous

improvement



Course outline

• Delivering Effective Lectures• Roles of a lecturer• Characteristics of a good lecture• Learning styles and schemata

• Elicitation and Feedback• Question types• Feedback techniques• Promoting critical thinking

• Presentation Skills• Identifying yourself

• Identifying your voice• Preparation• Delivery techniques• Managing the audience



What can you expectfrom this workshop?

• Discussions

• Sharing and solving problems

• Group activities• Mock lectures / presentation

• Role - playing



How do students viewlecturers?

• Read the essay

• Highlight any interesting comments madeby the writer

• Jot down your own comments next tothem

• In groups, discuss whether you agree / disagree with the article



SELF-EVALUATION

• Each participant is given a copy of“Lecture Skills Checklist”

• Evaluate yourself based on the scalegiven (1 – 3)

• If you are unsure, leave the column blankfor now



Characteristics of aneffective lecture

• In groups, write down some ideas on whatyou think makes a good / bad lecture

• Pool your ideas together with anothergroup

• Find similarities and try to group yourideas into categories



• Characteristics of the Effective Lecture

– Educator-student interaction

– Two-way communication

– Educator-student questions

– Shared responsibility for active learning

– Small group, problem-solving activities

– Limited note taking required (students have copiesof lecture notes)

– Variety of supporting media

Source: ©Copyright 1996 by JHPIEGO Corporation

Characteristics of aneffective lecture



• Characteristics of the Ineffective Lecture

– 100% educator talk, with limited or no interaction

– One-way communication

– Few if any questions (educator or student) – Student depends on educator for all information

– No student activities

– No supporting media

– Extensive note taking required



WHEN TO LECTURE

• Lecture is appropriate when:

– Disseminating information quickly to a large audience

– Presenting new information before using other mediaor activities (e.g., a brief lecture before playing avideotape)

– Providing an overview of a topic

– Arousing interest in a topic




• Lecture is not appropriate when:

– Presenting complex, detailed or abstract information

– Dealing with information concerning feelings and

attitudes – Training in psychomotor (hands-on) skills

– Teaching high-level cognitive skills (e.g., synthesisand evaluation)




Purpose vs. Objective

• Purpose

– Describes in general term what the studentswill learn

– Usually not written in measurable form




• Objective

– Precise and measurable statement aboutwhat the student will learn by attending the

lecture




Lecture Topic: Development ofthe placenta

• Purpose: The purpose of this lecture is to

– acquaint students with the development of the placenta.

Students will identify the placenta, types of placentation, theembryology of the placenta and the functions of the placenta.

• Objective: After attending this lecture, the

– student will be able to locate the placenta, identify the types ofplacentation, describe the embryology of the placenta and matchthe functions of the placenta to their correct description.




Learning Outcomes

• A Learning outcome is similar to anobjective but is usually broken down intoindividual outcomes

• LOs are usually designed at the beginningof the course

• Identify what skills the students need inorder to perform / excel in the subject



• On completion of this exercise you will be ableto:

– Access INFOMAP on the PCs in the Computer Based

Learning Laboratory and load data into it from a file. – Use the MAP routine to draw and print a dot map and

give a verbal description of the pattern revealed.

– Use the spreadsheet facilities within the DATA

module to compute a simple nearest neighbour test ofcomplete spatial randomness

http://www.k-state.edu/assessment



• You may add more specific measurementscales – Access INFOMAP on the PCs in the

Computer Based Learning Laboratory andload data into it from a file within a specified time.

– Use the MAP routine to draw and print a dotmap and give a verbal description of thepattern revealed with at least 75% accuracy




• Think of a lecture that you recentlyconducted and list down what you feltwere the learning outcomes intended



• Use the following verbs to make yourLearning objectives more specific



• To measure knowledge (common terms,facts, principles, procedures), ask thesekinds of questions:

– Define, Describe, Identify, Label, List, Match,Name, Outline, Reproduce, Select, State.

– Example: "List the steps involved in titration."




• To measure comprehension (understanding offacts and principles, interpretation of material),ask these kinds of questions:

– Convert, Defend, Distinguish, Estimate, Explain,Extend, Generalize, Give examples, Infer, Predict,Summarize.

– Example: "Summarize the basic tenets of

deconstructionism."




• To measure application (solving problems,applying concepts and principles to newsituations), ask these kinds of questions:

– Demonstrate, Modify, Operate, Prepare, Produce,Relate, Show, Solve, Use.

– Example: "Calculate the deflection of a beam under

uniform loading."




• To measure application (solving problems,applying concepts and principles to newsituations), ask these kinds of questions:

– Demonstrate, Modify, Operate, Prepare, Produce,Relate, Show, Solve, Use.

– Example: "Calculate the deflection of a beam under

uniform loading."




• To measure analysis (recognition of unstatedassumptions or logical fallacies, ability todistinguish between facts and inferences), askthese kinds of questions:

– Diagram, Differentiate, Distinguish, Illustrate, Infer,Point out, Relate, Select, Separate, Subdivide.

– Example: "In the president's State of the Union

Address, point out statements that are based on factsand those that are based on assumptions"




• To measure synthesis (integrate learning fromdifferent areas or solve problems by creativethinking), ask these kinds of questions:

– Categorize, Combine, Compile, Devise, Design,Explain, Generate, Organize, Plan, Rearrange,Reconstruct, Revise, Tell.

– Example: "How would you restructure the school dayto reflect children's developmental needs?"




• To measure evaluation (judging andassessing), ask these kinds of questions:

– Appraise, Compare, Conclude, Contrast,

Criticize, Describe, Discriminate, Explain,Justify, Interpret, Support.

– Example: “Justify why Bach's Mass in B Minor is acknowledged as a classic"




Discuss the following

• How often do you ask questions to yourstudents in your lecture?

• How often are you asked questions? Isthis an indication of a good / bad lecture?

• How do you handle truly difficultquestions? Do you use certain

techniques? How effective are they?






Review of morning session

• In groups, write questions about themorning session that you would like to askother participants. You may refer to the

notes that you have made.



Categories of questions

The major types of questions fall into four categories:

• Managerial: questions which keep the classroomoperations moving;

• Rhetorical: questions used to emphasize a point or toreinforce an idea or statement;

• Closed: questions used to check retention or to focus

thinking on a particular point; and

• Open: questions used to promote discussion or studentinteraction.



Probing Questions andGetting Feedback

Clarification

• When they are vague or have not givenenough information, seek to furtherunderstand them by asking forclarification.

– What exactly did you mean by 'XXX'?

– What, specifically, will you do next week?

– Could you tell me more about YY?



Purpose

• Sometimes they say things where thepurpose of why they said it is not clear.Ask them to justify their statement or digfor underlying causes.

– Why did you say that?

– What were you thinking about when you said XX?



Relevance

• If they seem to be going off-topic, you cancheck whether what they are saying isrelevant to the main purpose of inquiry.

– Is that relevant to the main question?

– How is what you are saying related to what I

asked?



Completeness and accuracy

• You can check that they are giving you a full andaccurate account by probing for more detail and

checking against other information you have.Sometimes people make genuine errors, whichyou may want to check.

– Is that all? Is there anything you have missed out?

– How do you know that is true?

– How does that compare with what you said before?



Repetition

• One of the most effective ways of getting more detail issimply by asking the same question again. You can usethe same words or you can rephrase the question

(perhaps they did not fully understand it first time). – Where did you go?

...What places did you visit?

• You can also repeat what they have said ('echo

question'), perhaps with emphasis on the area whereyou want more detail. – He asked you to marry him??



Examples

• When they talk about something vaguely, youmay ask for specific examples. This is

particularly useful in interviews, where what youwant to test both their truthfulness and the depthbehind what they are claiming.

– Sorry, I don't understand. Could you help by giving an

example? – Could you give me an example of when you did XXX?

– Tell me about a time when you ___.



Extension

• When they have not given you enoughinformation about something, ask them totell you more.

– Could you tell me more about that, please?

– And what happened after that?

– Then...



Evaluation

• To discover both how judgmental they areand how they evaluate, use evaluativequestion:

– How good would you say it is?

– How do you know it is worthless?

– What are the pros and cons of this situation?



Emotional

• Particularly if they are talking in the third personor otherwise unemotionally and you want to find

out how they feel, you can ask something like: – And how did you feel about that?

• When you do this, do be careful: you may have just asked a cathartic question that results inthem exploding with previously-suppressedemotion.



Role-Pay

• Each group will be given 10 minutes toprepare a short role-play whichdemonstrates effective use of the probing

and feedback questions previouslyexplained.

• Try to include at least 5 types of questions

in your role-play



What’s my learning style

• Fill up the learning style self-assessmentform

• Calculate the scores for T, V, and Aquestions



Group discussion

• In groups, discuss how a lecture can bemodified to accommodate the learningstyles mentioned in the previous slides



The Student Centered

Approach

How do we utilize it in the classroom?

Teacher Centered



Teacher CenteredApproaches

Note taking / listen and learn model

Drilling

Test taking skills

Testimonial / expert experience

Sage on a stage



Student Centered



Student CenteredApproach

Focus on the needs and abilities of the students

Topics relevant to students’ lives, needs, interests

Students are customers, stakeholders

Students actively engage, create, understand andconnect to knowledge and learning



What are the advantages of



What are the advantages of

SCA?

Higher motivation as stakeholders

The teacher is not infallible

Students make choices on the decisions in class

The range of input is greater than one source whichpromotes better learning

Authentic materials

Creating student centered



Creating student centered

activities



•Full page graphics frommagazines work really well foryoung students

•Write objectives on the boardand provide time limit

•Act as a time-keeper andfacilitator only

•E.g.•Objective : Ask and answerquestions about the past

“In your groups, create a storyabout this woman. Ask each

other as many questions asyou want and answer themcreatively. You have 10minutes”



Objective: Students will be able to describe objects

“This is Pablo Picasso’ masterpiece Guernica. With your partner,conduct a mini-research on the painting and find out what itmeans. Present your findings to the entire class. You have 2days to complete the assignment.



• Pre-task

– The teacher introduces the topic and gives thestudents clear instructions on what they will have to

do at the task stage and might help the students torecall some background information / theories / formulas that may be useful for the task.

– The pre-task stage can also often include playing arecording of people doing the task. This gives thestudents a clear model of what will be expected ofthem. The students can take notes and spend timepreparing for the task.



• Task

– The students complete a task in pairs or

groups using the resources that they have asthe teacher monitors and offersencouragement.



• Planning

– Students prepare a short oral or written report

to tell the class what happened during theirtask. They then practice what they are goingto say in their groups. Meanwhile the teacheris available for the students to ask for adviceto clear up any questions they may have.



• Analysis

– The teacher then highlights relevant parts

from the text of the report for the students toanalyse. They may ask students to noticeinteresting features within the presentation

– The teacher can also highlight ideas that thestudents used during the report phase foranalysis.



• Practice

– Finally, the teacher selects topic areas to

practice based upon the needs of thestudents and what emerged from the task andreport phases.

– The students then do practice activities forreinforcement



Group discussion

• In groups, list down some examples ofassignments that you have given to yourstudents recently (minimum 5)

• Identify the learning outcome of theassignment

• Modify the assignment so that it becomes

more student centered



Any questions?



END

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Lecture and Presentation Skills (Small)

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