Classroom Management Techniques How to get more from a lecture

1
Classroom Management Techniques How to get more
from a lecture

• David M. Peter, Director
• Center for Teaching and Learning

2
Goals

• As a result of attending this workshop,
  participants will
• Understand the role of lecture as an active
  learning teaching technique, and
• Explore appropriate assessment activities to use
  with lectures

3
Structure

• Qualities of good lectures
• Lecture types and components
• Qualities of good lecturers
• Lecture planning
• Delivering lectures
• Active learning
• Evaluating lectures

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Qualities of good lectures

• Organization
• Dialogue
• Grounding toward critical thinking

5
Lecture types

• Expository
• Interactive
• Problem solving, demonstrations, proofs, and
  stories
• Case study method
• Short lectures framing discussion periods
• (Frederick, 1986)

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Qualities of good lecturers

• Enthusiasm
• Organization
• Communication
• Focus
• See IDEA Paper No. 24 LINK

7
Lecture Planning

• What are you trying to say?
• How do you want to say it?
• See IDEA Paper No. 14 LINK

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Guidelines for effective lecturing

• Active interaction with the instructor
• Notetaking
• Handouts
• Other mental activity
• Terminology
• Organization
• Enthusiasm
• Format
• (Morrison, Ross and Kemp, 2001)

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Delivering Lectures

• Delivery style
• Presentation strategies
• See IDEA Paper No. 34 LINK
• Student engagement activities
• See IDEA Paper No. 14 LINK

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Active Learning

• Note taking
• Outlining
• Classroom Assessment Techniques
• See ED 340272 LINK
• See IDEA Paper No. 34 LINK
• (Bonwell and Eison, 1991)

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Encouraging student participation

• Breaking the class into small groups
• Engaging the entire class
• Lecture alternatives
• (Davis, 1993)

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Note Taking

• Aid memory during lecture
• Aid revision
• See the developing structure of a topic
• Relate and reorganize during further study
• Select what is important
• Know what has to be learned
• Provide evidence of attendance
• (Bligh, 2000)

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Classroom Assessment Techniques

• Empty Outlines (CAT 4)
• Minute Paper (CAT 6)
• Muddiest Point (CAT 7)
• One Sentence Summary (CAT 13)
• Directed Paraphrasing (CAT 23)
• Punctuated Lectures (CAT 38)
• (Angelo and Cross, 1993)

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Evaluating Lectures

• Student feedback
• Critical self reflection
• Colleagues perspectives
• See IDEA Paper No. 14 LINK

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References

• Angelo, T., Cross, K. (1993). Classroom
  assessment techniques A handbook for college
  teachers. (2nd Ed.). San Francisco, CA
  Jossey-Bass.
• Bligh, D. (2000). Whats the use of lectures?
  San Francisco, CA Jossey-Bass.
• Bonwell, C., Eison, J. (1991). Active learning
  Creating excitement in the classroom. (ERIC
  Document Reproduction Service No. ED340272).
  LINK
• Cashin, W. (1985). Improving lectures. IDEA Paper
  No. 14. Manhattan, KS Kansas State University,
  IDEA Center. LINK
• Davis, B. (1993). Tools for teaching. San
  Francisco, CA Jossey-Bass.
• Frederick, P. (1986). The lively lecture 8
  variations. College Teaching 34(2), 43-50.
• Goulden, N. (1991). Improving instructors
  speaking skills. IDEA Paper No. 24. Manhattan,
  KS Kansas State University, IDEA Center. LINK
• Morrison, G., Ross, S., Kemp, J. (2001).
  Designing effective instruction. (3rd Ed.). New
  York, NY John Wiley Sons, Inc.
• Stalheim-Smith, A. (1998). Focusing on active,
  meaningful learning. IDEA Paper No. 34.
  Manhattan, KS Kansas State University, IDEA
  Center. LINK