Teaching methods- Lecturing- Seminars

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Sharp Tutor Mon, Jan 10, 2022 08:37 PM UTC

We will be checking upon these two ways of teaching namely:
1. lecturing
2. seminars

1. Teaching
methods
- Lecturing
- Seminars
Dr Mai Al-Maghtheh

2. Overview / ice breaker
Paradigm shift
Brief list of complex teaching
approaches
◦ Transmission vs engagement lecture
◦ Effective (interactive) lecturing
◦ Alternative lecture types
Seminar teaching method

3. Teaching methods:
teaching
learning
3

4. Every truth has four corners: as a
teacher I give you one corner, and it
is for you to find the other three.
(Confucius )
Teaching is truth mediated by
personality.
Phyllis Brooks
The true teacher defends his pupils
against his own personal influence.
A. Bronson Alcott

5. The Learning Paradigm and
changing conceptions of teaching
Instruction Learning
 Students
 Lecturer
 Learning
 Teaching
 outcomes
 Input  Small group
 Large group  Active learners
 Passive  Innovative
recipients methods
 lecturing
5

6. More on Current trends in
teaching and learning
Input  outcomes
Content coverage  constructive
alignment
Knowledge  skills in learning
Increased focus on evaluation of
teaching
More sophisticated
methodologies
Shift towards excellent/scholarly
teaching
Curriculum Resource Centre:
Training Materials

7. Teaching- learning
(teaching paradigm)
Complex teaching methods-
Innovative (learning paradigm)

8. Teaching methods (John
“theremay be endogenous limits to what
students can do that are beyond any
teacher’s control…… But there are
learning-related aspects that are
controllable. Capitalizing on them is
what good teaching is about.
Good teaching is getting most students to
use the higher cognitive level processes,
that the more academic students use
spontaneously. Good teaching narrows the
gap.”

10.

11. Complex teaching
 Collaborative learning methods
 Individual learning methods
 Critical thinking
 Information literacy and IT based
learning
 Experiential learning
 Community-based learning
 Reflexive-learning approach
 Inquiry-based learning, problem-based
learning, research based learning
 Integrative learning
Curriculum Resource Centre:
Training Materials

12. Why Lecturing???
Activity,two groups: Pros and
Cons of lecturing….

13. attention span,
replaced by

14. with large group,
cost effective,
scholarly mind
role model,
learn by listen,
particular type
of learners….

15.

16. Two models of lecturing (light and
Transmission Engagement:
 detached persona  engaged persona
 Lecturer agenda  Learner agenda
 Transferring information
 Engaging minds (think)
 Concern to get material
 Concern to get material
“out” ”in”
 Understanding
 Information
 Dialogue
 Monologue

17. How to make lectures
effective / engaging
Lectures that engage effective
processing
Interactive lecturing
Sustain student learning

18. How to make lectures
Attention Briefing
retention Reduce student
Presentation anonymity
skills (personalize)
Structuring Flagging
Alternative Needs analysis
lecture types Brainstorming
Ground rules
review

19.  Managing discussion in a large class
◦ http://www.youtube.com/watch?v=En-mpErJye4&fe
ature=related
 Eric Mazur shows interactive teaching (teaching
physics)
 http://www.youtube.com/watch?v=wont2v_LZ1E
 Active Learning Classrooms: Everyone is engaged
(podium in the middle)!
 http://www.youtube.com/watch?v=H7xidmVt0uE

20. Attention retention:
A typical situation?

21. ‘Ten percent of the audience
displayed signs of inattention within
15 minutes. After 18 minutes one-
third of the audience and 10 percent
of the platform guests were fidgeting.
At 35 minutes everyone was
inattentive; at 45 minutes trance was
more noticeable than fidgeting; and
at 47 minutes some were asleep and
at least one was reading. A casual
check 24 hours later revealed the
audience recalled only insignificant
details[which] were generally wrong’
(Verner and Disckinson, quoted in Bonwell and Eison 1991)

22. 15 min: 10% signs of inattention
18 min: 1/3 of audience and 10%
guests were fidgeting
35 min: everyone was inaattentive
45 min: Trance is more common
47 min: some where asleep, and
some were reading
24 hrs check, insignificant amount
of information was recalled…

23. Block of 1.5 hours
lecture
Effective learning and processing
Attention
Attention
Attention
Ac
Ac
tiv
tiv
ity
ity
Effective learning and processing
3 Half hour blocks

24. Attention retention
Short lectures with adequate breaks:
•Activities involving students
• (note taking, writing on board, …)
•Partial handouts
•Quiet time, e.g. completing notes,
comparing notes
•Questionnaire, checklist, or quiz to
complete or to generate

25. Lecturer style (self-
Some lecturers can inspire, provoke,
stimulate…etc, others cannot!!
Lecturer must have public speaking
skills
Lecturer highly engaged with
learners

26. Lecturer Style
◦ A quality of birth?
◦ Can it be taught, or learned?..

27. What makes a good
Activity:try to remember one of your
teachers that you think was
distinguished….
 Are Great Teachers Born or Made? (3 min)
◦ http://www.youtube.com/watch?v=JnT4KkT9Vbg
 Whatmakes great teachers great? (28 min, first 5
min are very good)
◦ http://www.youtube.com/watch?v=FXaLGt460e4
◦ (Richard Gerver: author: “creating tomorrow’s schools
today”

28. Presentation skills
Eye contact
Posture, movement
◦ Appropriate posture, movement,
gesture (1.confident 2. relaxed 3.
varied 4. empathy…..)

29. Body language
◦ involving the audience
◦ Call students by their name
(memorize names)
Voice and pacing

30. Lecturer style: Using visual
images and other mnemonic
Mental images, vivid examples
Visual images: graphs, figures,
pictures, slides, films…etc.
Analogies (e.g. tables)
 e.g. personalisations, story, humour,
movement, visuals…
Humour (jokes…)
Strategic placement of
enthusiasm

31. Presenting information to engage
students in effective processing
Well spaced repetitions of
information within and across
lectures.
Inducing encoding variability.
Interrogating for elaboration.

32. Cross-lecture structure
Within a lecture structure

33. Types of structuring:
Progressive structure (maths)
Chronological (history)
Smaller to larger (matter, chemistry,
biology)
inside to outside (landscape, architect)
Simultaneous structure: (parallel issues,
technology and ethics or phylosophy)

34. Alternative lecture types

35. Guest speakers

36. Role-play lectures
[Neural fold acting (biology)
Mini-lecture with student activities
 [Implementing Interactive Activities in a Large Class to Build
Community
◦http://www.youtube.com/watch?v=ReefNPdZwVo&feature=related
(large theatre)]
Guided lecture (study guide by
lecturer, 2 chunks with activity in
between)

37. Feedback lecture (25-30min,
followed by small group work,
reconstruction)
The responsive lecture (one
lecture every 2-3 weeks to
respond to questions)

38. Other Lecturing tips:
Ground rules (management
styles):
implicit vs. explicit
◦ Responsibility of lecture
◦ Lecturer interruption
◦ Students asking question
◦ Attending lectures
 (do as you preach!!)

39. Overview, review
◦ Introduction lecture (week zero
lecture)
◦ Should be used to remind students
through the course
◦ End of term revision

40. ◦ -initial few miniutes (turn attention
to subject)
◦ Title or some key words on board or
OHPs…
◦ Students predict the main points of
the session

41. Sort of lecture
Sort of learning activity
Why rather than what going to say…
(objectives)..

42. Draw attention to particular
tasks, activities,…
Break lectures into distinct
sections.
Use a hook.

43. Needs analysis
Initial few minutes
◦ gain as much information:
 Students preparation
 Not to test of student knowledge, rather
encourage them to manage their
learning…

44. Useful to introduce topic
Response to a question
Elicit points
write on board

45. TEACHING PARADIGM------------------------------LEARNING
PARADIGM
Engagement
s
smaller numbers e
h l
x c a
Small group activities le oa idu
p pr iv
om p nd
Dialogue, interaction…. r
c g a
p ,i
Engaged persona h e in ou
g t ch gr
n O a ll
u ri te ma
c t S
Le
Spacing, short breaks
Large numbers, tranmission, monologue….
Detached persona

46.

47.

48. Content and structure
Subject matter in simple format
(short sentences)
Material is structured
Student group
Learners are intrinsically motivated, with
above average knowledge and

49. Three primary features of a
Restricted lecture (transmission, monologic)
Student
Lecturer Material
group
Open/ engaged lecture (integration)
Material Audience
(content- (student
structure) group)
Lecturer
(self/
persona,
style) (Light and Cox)

50.

51.

52.  Good to see:
 http://www.youtube.com/watch?
v=qXgX2WErXQo

53. Students in the best of
circumstances and in their own
language can take a max of 5
concepts and hour, any more will
start pushing the first ones
outside….

54.

55. Lecture swap or guests

56.  http://www.youtube.com/watch?
v=lCclTgecLoI
X8&feature=related
(do it)

57. The Cycle of Learning
Accommodating Diverging
Converging Assimilating
AC-CE

58.

59. YoU

60. TEACHING PARADIGM------------------------------LEARNING
PARADIGM
Team teaching
Guest speaker
Role-play Engagement
Mini-lec, st. activities
Feedback lecture s
Responsive lec.
smaller numbers e
h l
x c a
….. Etc. Small group activities le oa idu
p pr iv
om p nd
Dialogue, interaction…. r
c g a
p ,i
Engaged persona h e in ou
g t ch gr
n O a ll
u ri te ma
c t S
Le Collaborative learning
Critical thinking
IT based learning
Experiential learning
Comm. -based learning
Spacing, short breaks Reflexive-learning
problem-based learning
Large numbers, tranmission, monologue…. Research based
Detached persona learning
Integrative learning

61. Advanced organizer
Build on what students already know:
◦ Before starting a complex discussion:
 Know what students have been exposed to
before, (previous experience)
 Current affairs debate
 ……etc

62. ◦ Association with pre-existing knowledge.
◦ Elaboration leads to better memory
3- Generation and retrieval practice
(active learning)
◦ Production of information (solutions to math
problems, producing a word, definition,)
◦ Retrieval, to know what student know or
don’t know (enhance memory).

63. Feb 2011

64. Tips on effective
lecturing
Mai Almaghtheh

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