Techniques of an Effective Lecture How to Speak How to Speak “Lecture Tips” from Patrick Winston
http://isites.harvard.edu/fs/html/icb.topic58703/winston1.html
Learning Outcomes
‐Discuss ways of how to start a lecture
-Identify the four principles of lecture delivery
-Identify the Optimal time for scheduling a class, reviews,etc.
-Recognize effective ways of working with the blackboard
-List do’s and don’ts for using overhead projections
What is a lecture?
“An exposition of a given subject delivered before an audience or a class, as for the purpose of instruction.”
“A usually formal oral communication to an audience“
http://www.answers.com/topic/lecture
“A lecture is an oral presentation intended to present information or teach people about a particular subject, for example by a university or college teacher”
http://www.answers.com/library/Wikipedia‐cid‐46235
How to start
• Don’t start with a joke
• Start with a promise
“How they will be better people”
“How they will be powered”
“Show the value of the topic to the audience”
• Write the menu on board
“Indicator of the lecture start”
“You can go back for review”
The big four
1‐Cycle the material
(psychology :it helps people to bring material from the long term memory and make use of them )
(Reduce the probability: 20% of people will miss what you are saying )
2‐Use verbal punctuation
“Provide mechanisms to bring them back “here I’m, numbers, use first, second, etc. It is an effective technique to remember .( Verbal boundaries)
The big four (Continued)
3‐Near miss
When teaching difficult concepts ,I’d like to describe not only the concept but also something that isn’t the concept , but …
4‐To engage the audience (asking questions, wait time, etc.) They should be frequent and answerable .
Time and place
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10:30 in the morning or 11 Hall :Well lit
Full room
Flat Room not theatre like
Seminar,lecture,theatre
Use of the Blackboard
• Draw (psychology :Our intelligences lie in two linguistic and visual systems )
• Make lists
• TARGET (to point at )
Use of the overhead Projector
• Don’t read your transparency
• Stand apart from it (be part of the image ) • Be careful about the use of the pointer (don’t use a pointer ,use your hands )
• Don’t use a piece of paper to cover a piece and uncover it later .
• Use color
Why Use Visual Aids?
Derived from Gelula, M. H. (1997). Effective Lecture Presentation Skills. Surg.
Neurol. 47, 201-204.
• Visual aids help to direct the audience's attention and are
important reinforcement/support tools. Visuals help the
instructor to reach the audience, to keep on time and on
topic, and to assure audience comprehension. Good visual
aids complement and enhance the presentation by
reinforcing concepts, illustrating ideas, and stimulating
interest.
• Good visual presentations support a lecture, but are not
the essence of the presentation. Here are some tips that
allow the visual presentation to support a presentation:
• Let the slides speak for themselves. Allow the audience to
read them. Use silence and don't read slide content word-forword. It will bore the audience and provide unnecessary
redundancy.
• Pause after highlighting points on a slide. The audience will
have a chance to absorb the information. You can then regain
and hold attention with your oral presentation.
Don't talk to your slides. Your audience will be familiar with
the back of your head and you cannot watch them for cues to
your talk's acceptance.
• You are the central force behind the presentation -- not
your video or slides
Props
• Playwrights are very good with using props
Style
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Style ( Develop your own style )
Don’t copy but Adapt good teaching techniques
Be eccentric
Use of the story
How to stop or conclude
• Don’t thank
• Tell a joke
• Deliver (It is related to the promise ;explain how promises have been achieved .)
• Call for an answer/question • Salute the audience (It’s been great to be with you, I'm looking for a fruitful experience again with you)
Non‐verbal Communication
• Eye contact • Movement
• Class Distracters
Characteristics of an Effective Large‐Group Presentation
Has a clear introduction and summary Has a clearly organized plan of attack Is designed to be presented easily within the allotted time Makes an effective use of a limited number of visuals and examples • Makes an appropriate use of handouts (optional) • Conveys interest and enthusiasm by the presenter in presenting to this particular audience • Is presented via a smooth and non‐distracting delivery http://www.uab.edu/uasomume/cdm/lectures.htm#Characte
ristics
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Designing a Large‐Group Presentation
Questions to be considered:
• What is the learner knowledge base and level of
knowledge needed on this topic?
• What are the key instructional points I want to
include?
• What instructional strategy (ies) should I use?
• Will my explanations be clear?
• How should I handle questions?
• What references should I provide?
• Should I provide a handout and, if so, what should it
look like?
Eight Steps to Active Lecturing
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Know your audience (students) Have a map to follow (lecture outline) Grab the students’ attention (have a beginning) Recognize students’ attention span Plan an activity for students (have a middle) Use visual aids/voice and movements Have a conclusion (an end) Have students do something with the lecture material (accountability)
Center for Teaching, Learning & Faculty Development
http://www.ferris.edu/HTMLS/academics/center/Teaching_and_Learning_Tips/Developing%20Ef
fective%20Lectures/8stepstoactive.htm
Nine Things Students Complain about on
Evaluations in Lecture Courses
1. There are not enough (or any) concrete examples.
2. Quizzes/homework/lectures don't necessarily match the exams.
3. Homework is not related to lecture.
4. The instructor shows little or no enthusiasm for the subject or the class.
5. There is no emphasis on what is more important and less important.
6. The instructor never asks questions, doesn't know what's going on in the
class.
7. The material is dry.
8. Lectures add little to the text.
9. The instructor doesn't pause during lecture.
http://teaching.berkeley.edu/ninecomplaints.html
Useful Websites
• http://www.uab.edu/uasomume/cdm/lectures.h
tm
• http://isites.harvard.edu/fs/html/icb.topic58474/
TFTlectures.html
• http://teaching.berkeley.edu/bgd/delivering.htm
l
• http://isites.harvard.edu/fs/html/icb.topic58703/
houfek1.html
Part 1,Video” Theatre Techniques for Classroom Presentations.”