FCTE Lecture/PowerPoint Presentation

FCTE Lecture/PowerPoint Presentation

• 1.
  Effective Lectures • Whenlecturing can be an effective pedagogical tool and how to build it into course design • What cognitive principles should be considered (e.g., attention, cognitive load theory) when creating PowerPoint slides • Effective principles for utilizing PowerPoint slides
• 2.
  Lecture as atool
• 3.
  The Lecture • Accordingto McKeachie, the lecture is the oldest teaching method and still the most widely (badly?) used in universities throughout the world. • Don’t believe it is the oldest?
• 4.
  The Lecture • Effectivelecturers combine the talents of the scholar, writer, producer, comedian, entertainer and teacher to promote student learning. • If you are one dimensional so is your teaching when using the lecture. • No, the lecture is not the most effective teaching method available to teachers but when a curriculum is focused on covering the most content in the shortest amount of time, the lecture tends to be the pedagogy du jour. So, lets’ focus on it. • For future reference, discussion methods are superior to lectures in: • • student retention of information after the end of the course; transfer of knowledge to new situations;
• 5.
  The Lecture • Strengthsof lecture according to Cashin: • Some other advantages attributed to lectures are perhaps more relevant to graduate instruction, especially for majors. Lectures can show how experts in a field think, how they approach questions, and how they try to solve a problem. A lecture can summarize scattered material, or describe latest discoveries or issues.
• 6.
  The Lecture • Limitationsof lecture according to Cashin: • However, lecturing also has some serious limitations when it becomes the primary means of instruction. The most serious is that lecturing is not suited for higher levels of learning: comprehension, application, analysis, synthesis, evaluation (Bloom et al., 1956), and creativity (Anderson and Krathwohl, 2001). • Perhaps equally limiting, in a traditional lecture, the students are mostly passive. This results in learners’ attention waning quickly. If a lecture consists solely of the teacher talking, lack of student feedback can be a big problem.
• 7.
  Try those first4 slides again
• 8.
  The Lecture: theoldest and most used teaching method
• 9.
  The Lecture: Mostcommon but not most effective Teaching method Discussion Lecture Higher in retention & transfer Lower in retention & transfer
• 10.
  The Lecture • Strengthsof lecture according to Cashin: • • • • • Lectures can show how experts in a field think, How they approach questions How they try to solve a problem Summarize scattered material Describe latest discoveries or issues
• 11.
  The Lecture • Limitationsof lecture according to Cashin: • Not suited for higher levels of learning: comprehension, application, analysis, synthesis, evalu ation and creativity • Passive student • Waning attention
• 12.
  Think-Pair-Share Compare & Contrastthe two styles
• 13.
  How are mostlectures Given today?
• 14.
  What do studentthink of this?
• 15.
  Things people wouldrather do than encounter a PowerPoint • Forego sex tonight • Do their taxes • Go to the dentist • Work on Saturday
• 16.
  Things to Consider Cognitive Brain Effective LectureDesign Presentation Techniques
• 17.
  Cognitive Considerations
• 18.
  “Whatever you thinkabout, that’s what you remember. Memory is the residue of thought.” -Cognitive Psychologist Daniel Willingham
• 19.
  Cognitive Considerations Learning Attention Active Processing Cognitive Load Working Memory
• 20.
  Sweller’s Cognitive Theory Limited spacein working memory!
• 21.
  Sweller’s Cognitive Load Theory Type Description Extraneous Cognitiveprocessing that does not serve the instructional goal; caused by confusing instructional design. Intrinsic (Sometime called Essential) Cognitive processing required to represent the essential material in working memory; cause by the complexity of material. Germane (Sometime called Essential Generative) Cognitive processing required for deeper understanding; caused by motivation of the learner. Germane Load Intrinsic Load Extraneous Load Total Cognitive Load
• 22.
  Brain Considerations
• 23.
  Brain Likes Novelty Areyour lectures engaging or sleep inducing?
• 24.
  Brain Considerations • Passivebrains + Passive body learning • Brain Guru John Medina explains
• 25.
  Presentation Considerations
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  Death by PowerPoint •Dead Words on Screen • Black and White • Lots of text! • Read most or all dead words to your student • Student 17-30 years old easily bored and impatient
• 27.
  Lecture or TargetPractice? Learning
• 28.
  Conclusion
• 29.
  Problems with Lectures •Why don’t students read the text? • It will be “covered” in lecture • Flawed Assumption: I have to “cover” the material or students won’t know it. Passive learning equals superficial learning • Active learning = lasting learning
• 30.
  Any Use forLectures? Yes • Mini/micro lectures – 10-15 min. long • Clarification, examples • Separate with engaged learning activities • Brain Guru John Medina again
• 31.
  • Targeted lectures– not to “cover” material • Purpose: to expand, address confusions, or illustrate applications • Test comprehension and promote critical thinking • E.g. present case study, scenario, realistic simulation
• 32.
  Techniques to make Lecturesmore engaging Next Time Friday January 17 “Core Services: Engaging Lecture”