Large Group Teaching
Key Educational Skills Series
November 12, 2013
Tracy Fulton, PhD and Zane Amenhotep, MD
With special thanks to Susan Masters, PhD
Learning Objectives
By the end of this workshop, learners should be able to:
1. Describe characteristics of effective lectures
2. Organize and deliver a brief lecture with:
-an effective introduction and conclusion
-a technique that engages learners
-one concrete learning objective
3. Utilize effective visuals (PPT, board, etc)
4. Practice and receive feedback!
What makes for an effective lecture?
• As you watch these clips, take note of
something “good” and something “bad”
about each.
What “good” vs “bad” behaviors are they
modeling? (In one word!)
Think – pair - share
Dimensions of effective lecturing,
based on student performance
“The Four Aces”
1. Outcomes-based
teaching
2. Clarity
3. Engagement
4. Enthusiasm
Bulger, S., Mohr, D., and Walls, R. (2002)
Brophy, J. and Good, T.L. (1986)
Ace of : Outcomesbased teaching
through use of
learning objectives
Ace of : Outcomes-Based Teaching
Learning objectives
• Communicate what the learner should be
able to do
• Are measurable, specific, and not open to
interpretation
• Use Bloom’s taxonomy as a guide
• Often devised as:
“After this presentation, the learner will be able to
______________.”
One minute “paper”
Ace of : Be clear
through…
1.
2.
3.
Organization
Use of visuals
RESTRAINT
Ace of : Clarity
Organizing a lecture
A
A
B
Introduction
C
1
B
A
C
2
B
C
3
Conclusion
For many people, the introduction and conclusions are
the most memorable parts!
Ace of : Clarity
Planning the Introduction
• Preview and/or bridge
from last lecture
• Establish climate
• Gain attention
Ace of : Clarity
Organizing the Body
Select three to five
key points per hour
– Cluster main ideas
– Link to a learning
outcome/objective
– 2-3 subpoints for
each
I- A
B
II - A
B
C
III - A
B
C
IV - A
B
1
2
1
2
3
1
2
1
2
1
2
3
Ace of : Clarity
Planning the Conclusion
• Summarize and provide
closure
• Bridge to next lecture
• Build in time for questions
• Finish concretely “Thank you”
Ace of : Clarity
Visuals: the rationale
Telling alone
Showing alone
Telling & showing
90
80
70
60
50
40
30
• Illustrate ideas
• Capture and
focus attention
• Increase learning
20
10
0
Recall 3 hrs later
Recall 3 days later
As long as they are related to your key points!
Ace of : Clarity
PowerPoint
Pros
Cons
Part of
II: :
“Aim”…
Ace
Clarity
How would you react to this slide?
How could you improve it?
Ace of : Clarity
Increase legibility
• Minimize amount of text
– Aim for: <7 words x 7 lines
• Use a font people can read
– Screen display fonts preferred to print display
– Verdana Trebuchet Georgia
• Careful with dark backgrounds
• One idea per slide
Ace of : Clarity
How many slides?
You are preparing a 50 minute lecture for first-year
students. You know that these students often ask
questions in class. How many slides should you
include in your talk?
A.
B.
C.
D.
E.
16
26
36
46
56
Show of hands
Likely To Be Too Much For 50 Minutes
Ace of : Clarity
How would you react to this slide?
How could you improve it?
Ace of : Clarity
How would you react to this slide?
colon
stomach
esophagus
How could you improve it?
Ace of : Clarity
Just… Keep it simple!
• Annotate/progressive visuals
• Simple template
• Stick to learning objectives
• One idea per slide
Part III: “Fire!”
Be careful with the laser pointer!
“For God’s sake, Edwards. Put the laser pointer away.”
Ace of : Clarity
Effective annotation
•
•
•
•
Plan and practice in advance
Write legibly
Model the reasoning process
Use color
I’m using the app _________,
annotating a pdf file
Ace of : Engage!
Get attention
Active learning
Ace of : Engagement
Can you list techniques used
during this lecture that promote
active learning?
Group brainstorm
Ace of : Engagement
Involve (and assess) learners
• Ask for students’ questions
• Ask your own questions and wait!
• Incorporate active learning activities
– Show of hands
– Subdivide into groups
– ARS q’s
– Think-pair-share
– Brainstorm
Ace of : Engagement
A new paradigm in the lecture hall:
“The Flipped Classroom”
• Master basic concepts BEFORE class
• Use class time for higher level activities
• Team-Based Learning takes a similar
approach
• Is this a lecture? NO
• Do students learn? YES
Ace of : Be
enthusiastic (in your
own way…)
Part of
III::
“Fire!”
Ace
Enthusiasm
Delivering dynamic lectures
Enthusiasm, enthusiasm, enthusiasm!
Bueller?
Part of
III::
“Fire!”
Ace
Enthusiasm
Delivering dynamic lectures
• Effectively use
– Voice
– Movement
– Gestures
– Eye contact
– Humor
Ace of : Enthusiasm
See Walter Lewin, MIT
physics prof, for
enthusiasm!
Practice: preferably with a human
Especially the transitions
Practice: Check Out the Venue
Excellent lecturers
•
•
•
•
•
Prepare carefully
Organize clearly
Represent ideas visually
Engage learners
Use techniques to convey and generate
enthusiasm
• Practice
• Have fun and make learning fun!
References and Resources
•
Practical teaching: Great presentations every time. Irby, The Clinical Teacher, 2004; 1: 5-9
A short overview of the key elements for a dynamic, effective presentation.
•
Stack the Deck in Your Favor by Using the Four Aces of Effective Teaching. Bulger, Mohr,
and Walls, The Journal of Effective Teaching, 2002; 5(2). Available at:
http://www.uncwil.edu/cte/et/articles/bulger/
Supports the “Four Aces” concept with evidence from educational literature.
•
Death by PowerPoint by Alexei Kapterev. Available at:
http://www.slideshare.net/thecroaker/death-by-powerpoint
An entertaining presentation of practical “do’s and do not’s” for PowerPoint presentations.
•
How do I use PowerPoint to Teach? By Patrick Crispen. Available at:
http://netsquirrel.com/powerpoint/powerpoint/how_do_i_use_powerpoint_to_teach.zip
A detailed set of recommendations for using PowerPoint in education, with an evidence-based
slant. Contains a list of references. 87 slides, but each is only a few sentences!
•
Twelve tips for use of a white board in clinical teaching: Reviving the chalk talk. Orlander,
Medical Teacher, 2007; 29: 89-92
A concise approach to using the white-/chalk-board to its best advantage in the clinical setting.
References and Resources
•
Improved Learning in a Large-Enrollment Physics Class. Deslauriers, Schelew, Wieman,
Science, 2011; 332: 862-864.
A great example of a study that finds benefit in “flipped” classroom-style learning.
•
Team-based Learning Collaborative website. http://www.teambasedlearning.org/
This excellent website has lots of orientation materials and examples of lessons.
•
UCSF Academy of Medical Educators TIP-TOP program
http://medschool.ucsf.edu/academy/faculty_development/tip-top.aspx
The SOM Academy has a program called “TIP-TOP” in which you can sign up to either 1)
observe a seasoned teacher (TIP) or 2) be observed by a seasoned teacher and receive
supportive structured feedback. Please see the Academy website for more details.