Effective Lecture Design Susan M. Stein, DHEd, MS, BS Pharm, RPh.

Effective Lecture Design

Susan M. Stein, DHEd, MS, BS Pharm, RPh

Discussion: Buzz Group– Provide a brief description of a moment in

teaching that things went so well, you felt you were born to teach.

– Provide a moment in teaching when things went so poorly you wished you’d never been born

– In groups of 3-4, discuss the positive experience and identify strengths

Objectives

• Develop effective outcomes and competencies using SMART

• Create two competencies specific to each outcome

• Describe backward course design• Develop rubric to measure a competency or

outcome• Create one assessment of an objective• Apply the Lecture Design Map to a topic

The Syllabus: The Holy Grail

• Legal document or agreement with students?• Set a format for yourself if none exists for

program and stay with it (table format)• Course outcomes/goals/competencies• Schedules: Lectures, discussions and topic

organization, activities, assignments, assessment

• Requirements, policies: never assume

Material Organization• Philosophy: learner-centered? Activity

emphasis? Flow of material?• Resources: Stanford Center for Teaching and Learning

http://ctl.stanford.edu/teaching/faculty-resources.htmlCarleton College On the Cutting Edgehttp://serc.carleton.edu/NAGTWorkshops/index.htmlLecture/Course Design Table

Outcomes, Objectives, Competencies

• Outcomes or Goals: groups of objectives create measurable outcomes

• Objectives: final expectations of fact• Competencies: application of outcomes or

objectives at appropriate levelDiamond, R.M. (2008). Designing and Assessing Courses and Curricula: A Practical Guide.

3rd Ed. San Francisco: Jossey-BassHaenn, N., Johnson, E., Buckwalter, M.G. (2009). The Teaching Road Map: a Pocket Guide

for High School and College Teachers, Rowman & Littlefield Education, Lanham, MD

Bloom’s Taxonomy

Helpful Resources

SMART: specific, measurable, attainable, relevant, timely (evaluate, reevaluate)

• http://www.tss.uoguelph.ca/uid/index.cfm• http://trc.virginia.edu/Publications/Teaching_

Concerns/TC_Topic.htm• http://www.radiojames.com/ObjectivesBuilde

r/• http://fits.depaul.edu/Documents/selfcheck.h

tml

More Resources

• http://serc.carleton.edu/NAGTWorkshops/index.html

• http://ctl.stanford.edu/handbook/course-design.html

• http://www.med.wright.edu/aa/facdev/InstructionalTips/LearningObjectives

Activity: Objective Review

Using your syllabus/lecture, review the objectives you have created and complete the following:

• Create two new competencies for your course/lecture

• Switch with the person next to you, assess and write them on a blank sheet of paper to share with class

Backwards Design

Backward Design Resources

• http://chronicle.com/blogs/profhacker/planning-a-class-with-backward-design/33625

Systems Approach

• What is the aim of the class?• Holistic perspective: what are the elements of

the class?• How are the elements connected and how do

they interact?• Input Process Output (Feedback)

Sylvia LM, Barr JT. (2011). Pharmacy Education: What Matters in Learning and Teaching. Sudbury. Jones & Bartlett Learning.

Assessment

Activity: Horseshoe:Assessment Assessment

Discuss the following questions in groups of 4-10 in a horseshoe shaped group:

• What type of assessment tools do you use?• How often do you assess formatively?• How often do you assess summatively?• How is it incorporated into measure of

learning and understanding?

Rubrics or Rubriks

Rubric Resources

• http://uwf.edu/cutla/rubricdevelopment.cfm• http://www.calstate.edu/itl/resources/assessment

/scoring-rubrics-examples.shtml• http://fits.depaul.edu/Documents/selfcheck.html• http://teachingcommons.depaul.edu/Feedback_G

rading/rubrics.html

• http://www.uwstout.edu/soe/profdev/rubrics.cfm#oral

• J Dental Ed article 2011http://www.jdentaled.org/content/75/9/1163.long

Activity: Pair PartnersUsing the Lecture Design Table as a guide,

complete the following:• Design two activities for a competency in your

lecture• Write two assessment questions to directly

address this competency• Switch with the person next to you, assess and

share

Ideas: Team Teach Format

• Is this for you and your subject matter?• Professors Preach 10 Commandments of Team

Teachinghttp://news.stanford.edu/news/2006/march15/team-031506.html