Strategies for a More Effective Lecture

Strategies for a More Effective Lecture

Andrew West, MEd, PhD

Director CVMBS Academy for Teaching and Learning Colorado State Univers i ty W a s h i n g t o n S t a t e U n i v e r s i t y A p r i l 1 1 , 2 0 1 8

Poll Everywhere

PollEV.com/CVMBS


Effective Lecture

Lecture

The Lecture format is not ideal for many types of student learning

The Lecture setting presents a unique set of challenges for teachers

The Lecture setting presents a unique set of challenges for students

Lecture

Effective Lecture



In one word, what makes for an effective lecture?

Respond at PollEV.com/CVMBS

Style

Style

Mechanics

Style

Mechanics

Intent

Style

Mechanics

Intent Examples

Style

Mechanics

Intent Examples

Questions

Style

Style

The component of your teaching that is based on your personality, temperament, background, passions, etc.

“Teaching Persona” (e.g., Parini, 2004; Showalter, 2002)

“I sometimes feel a little under siege as an old-fashioned old fart in the classroom.”

- Anonymous CSU Faculty Member

Lecturing is an Art Form

Richard Gunderman argues, “Good lecturing is an art, and like other arts such as painting, musicianship, and writing, it takes real dedication and many hours of practice to excel at.” Walthausen, A. (2013). Don’t give up on the lecture. The Atlantic, November 21, 2013

Style

The component of your teaching that is based on your personality, temperament, background, passions, etc.

Style

The component of your teaching that is based on your personality, temperament, background, etc.

Develop and utilize what you already bring to the table. Don’t try to be something that you are not.

Style

Style

Style

Mechanics

We tend to teach how we were taught (Lortie, 1975)

Mechanics

Monologic communication can be described as an occasion where one person speaks, and the other listens. However, there is no real interaction between participants since the communication is only one-directional. The monologic communicator is only interested in his or her own goals and has no real interest or concern for the listener’s attitudes and feelings.

Dialogic communication is an interaction where each person involved plays the role of both speaker and listener. This is a communication where everyone has a chance to express themselves. Mutual understanding and empathy are hallmarks of dialogic communication. There is a deep concern and respect for the other person and the relationship between them in this type of communication.

Your PowerPoint included a nice balance of text and graphics Your font was easy to read The background was not a distraction Your slides were not too crowded Nice use of animations

Richard Gunderman argues, “Good lecturing is an art, and like other arts such as painting, musicianship, and writing, it takes real dedication and many hours of practice to excel at.”

The component of your teaching that is based on your personality, temperament, background, etc.

Feedback to Faculty

• Your PowerPoint included a nice balance of text and graphics

• Your font was easy to read

• The background was not a distraction

• Your slides were not too crowded

• Your animations strengthened the clarity of your figures

Style

Mechanics

Style

Mechanics

Style

Mechanics

Intent

What is the flow or sequence of a “typical” lecture?

Lecture Component Time Teacher’s Role Student’s Role


Class starts - - -


Class starts - - - Administrative tasks 1min Answer questions Ask questions



Discussion of lecture goals/topics 1min Present information Listen/take notes




PowerPoint lecture 15min Present information Listen/take notes





Ask general comprehension-type question

30s - 2min Answer questions Ask questions





































Class Ends - - -

What is the teacher’s (maybe implicit) intent in a lecture sequence like this?











Class Ends - - -

What is the teacher’s (maybe implicit) intent in a lecture sequence like this?

Interactive vs. Non-interactive Discourse (Scott et al, 2006)

Interactive Discourse

Allows for the participation of more than one person.

Non-interactive Discourse

Excludes the participation of other people.

Non-interactive

Noninteractive

Interactive

Monologic vs. Dialogic Communication (Hasan, 2016)

Monologic Communication

Monologic communication can be described as an occasion where one person speaks, and the other listens. However, there is no real interaction between participants since the communication is only one-directional. The monologic communicator is only interested in his or her own goals and has no real interest or concern for the listener’s attitudes and feelings.

Dialogic Communication

Dialogic communication is an interaction where each person involved plays the role of both speaker and listener. This is a communication where everyone has a chance to express themselves. Mutual understanding and empathy are hallmarks of dialogic communication. There is a deep concern and respect for the other person and the relationship between them in this type of communication.

Non-interactive

Noninteractive

Interactive

Mo

no

logi

c D

ialo

gic

Non-interactive

Noninteractive

Interactive

Mo

no

logi

c D

ialo

gic

Non-interactive

Noninteractive

Interactive

Not overly helpful for

learning

More helpful for

learning

A good target for

our lectures

??

??

Mo

no

logi

c D

ialo

gic

Non-interactive

Noninteractive

Interactive


learning

More helpful for

learning

A good target for

our lectures

??

??

Mo

no

logi

c D

ialo

gic

Non-interactive

Noninteractive

Interactive


learning

More helpful for

learning

A good target for

our lectures

??

??











Class Ends - - -

Explain

Explore

Explain

Explore

Explain Ideas

Explore Ideas

Explain Ideas

Explore Ideas











Class Ends - - -











Class Ends - - -



Discussion of lecture goals/topics

1min Present information Listen/take notes








Class Ends - - -












Class Ends - - -












Class Ends - - -

Exploration 4min Elicit curiosity Engage in Q’s












Class Ends - - -


Explanation

Style

Mechanics

Intent

Style

Mechanics

Intent Examples












Class Ends - - -


The Setup

The Setup

The Demonstration

?

The Demonstration

Poll address: pollev.com/cvmbs 1) Predict what direction (if

any) the balloon will initially move (relative to the box) when the cart is pushed.

2) Be ready to explain your thinking.

Re-Poll

Poll address: pollev.com/cvmbs 1) Predict what direction (if

any) the balloon will initially move (relative to the box) when the cart is pushed.

2) Be ready to explain your thinking.

The Demonstration

The Demonstration












Class Ends - - -













Class Ends - - -

Explanation


Why did the balloon behave this way?

H L












Class Ends - - -

Explanation













Class Ends - - -

Explanation













Class Ends - - -

Explanation













Class Ends - - -

Explanation













Class Ends - - -

Explanation














Class Ends - - -

Explanation

Explanation



Why It’s Helpful to Have Engagement and Exploration Before Explanations (from a cognitive perspective)

Experience












Class Ends - - -

Explanation

Explanation



How do I make time for this?












Class Ends - - -

Explanation

Explanation














Class Ends - - -

Explanation

Explanation



Literature Support for Lectures that Incorporate Some Level of Active Learning

Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., and Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111 (23), 8410-8415.

• Meta-analysis of 225 studies that documented student performance in courses with at least some active learning versus traditional lecturing

• The active learning interventions varied widely in intensity and implementation (e.g., occasional group problem-solving, worksheets or tutorials completed during class, use of personal response systems with or without peer instruction, and/or studio or workshop course designs)

• Evaluated student performance using two outcome variables: 1) scores on identical or formally equivalent examinations, concept inventories, or other assessments; or 2) failure rates, usually measured as the percentage of students receiving a D or F grade

Study Design

• On average, students in traditional lecture courses were 1.5 times more likely to fail than students in courses with active learning (odds ratio of 1.95 (Z = 10.4, P<<0.001))

• Average failure rates were 21.8% with active learning but 33.8% with traditional lecturing

• Student performance increased by almost half a standard deviation with active learning compared to lecturing (weighted standardized mean difference of 0.47 (Z = 9.781, P<<0.001))

Findings

Style

Mechanics

Intent Examples

Examples from CSU

Style

Mechanics

Intent Examples

Style

Mechanics

Intent Examples

Questions

Contact Andrew West [email protected]

Questions

References

Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., and Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111 (23), 8410-8415.

Hasan. "Difference Between Monologic and Dialogic Communication." DifferenceBetween.Com. October 26, 2016. < http://www.differencebetween.com/difference-between-monologic-and-vs-dialogic-communication/ >

Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press

Scott, P.H., Mortimer, E.F., & Aguiar, O.G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making Interactions in high school science lessons. Science Education, 90, 605 – 631.

Walthausen, A. (2013). Don’t give up on the lecture. The Atlantic, November 21, 2013

Image Credits

Girl skiing - http://blog.vail.com/at-what-age-can-a-child-learn-to-ski-snowboard/

Girl in class - https://www.kdnovelties.com/blog/tag/test-taking-strategies/#.WeYInUyZPPA

http://blog.vail.com/at-what-age-can-a-child-learn-to-ski-snowboard/




















Strategies for a More Effective Lecture

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