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02-1. Lecture Skills

The document provides guidance for giving a 10-minute lecture. It discusses characteristics of effective lectures and techniques for engaging an audience. These include organizing the content, using examples and multimedia tools, incorporating active learning strategies, and applying principles of instructional design.

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大西 弘高
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17 views

02-1. Lecture Skills

The document provides guidance for giving a 10-minute lecture. It discusses characteristics of effective lectures and techniques for engaging an audience. These include organizing the content, using examples and multimedia tools, incorporating active learning strategies, and applying principles of instructional design.

Uploaded by

大西 弘高
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Lecture Skills

Hirotaka Onishi MD, MHPE


Int’l Research Center for Medical Education,
University of Tokyo
Guidance for the 3rd Week
 Give a lecture on any topic
 10 minutes for each
 Interesting topic for the
 Interestingly
audience 容 listened
 Both faculty & audience will  Well understood
assess (WiFi) the contents
 Volume was
 Assessment results will be appropriate
informed by an e-mail  Contents will be
useful later
 Reflect on your lecture and  Materials/devices
submit a report (300-500 are utilized
properly
words) by 1 week later
Icebreaker: Same Interest
Guidance for the 3rd Week
By the End of This Session,
You Will Know:
 Characteristics of good lectures
 Also useful for Powerpoint presentation
 How to draw attention
 Some techniques
Strengths of Lectures


Characteristics of Lectures
 Teaching method for cognitive areas
 High efficiency
 Mainly teacher-centered, passive
learning
 Effectiveness depends on teacher’s skill
 Good lecture is efficient and effective ways to
convey knowledge
How Much Is Retained?
Average
retention rate
Lecture 5%
Reading 10%
Audiovisual 20%
Demonstration 30%
Group discussion 50%
Practice by doing 75%
Teach others 80%

National Training Laboratories, Bethel, Maine, USA


Aspects of Good Lectures
Organization Presentation Educational Active
style tools learning
 Learning  Clarity and  Examples  Questioning
objectives speed of  Anecdotes  Facilitating

 Information speech  Assessment participation


flow & volume  Pause (formative)  Discussion in

 Clarification  Eye contact  Clarify a pair or a


of terms  Gestures relevance to group of
 Summarise clinical students
 Time medicine
management  Handout
How to Start
 Draw attention from audience
 Read the atmosphere
 Prepare the framework to absorb the
information
 State objectives
Strengths of Lecturer
 Lecturers may have up-to-date information
 Lecturers are able to summarize materials
from many sources
 Lecturers adapt materials to the background
and interests of a particular audience
 Enthusiasm is motivational factor
 Ways of approaching problems have
modeling effect
How Do Learners Learn?
 Learners try to store new knowledge into a
empty box of the brain
 Learners try to connect new knowledge with
existing network of knowledge or concept
 Better to know understanding level beforehand and
connect new knowledge to pre-existing concept or
theory.
 Using metaphor or example to organize all the
information is recommended.
Good Teachers?
 What should teachers control?
 Amount of information
 Connection to previous or other curricula
 Consistency with objectives and
assessment tools
 Techniques to motivate
 Performance
How to Draw Attention
 Change pace, pitch
 Give visual cues, AV aids
 Good eye contacts
 Moving around
 Arouse cognitive conflict
Technique to Keep Attention
 Questions
 Ask to raise hands
 Fill in ( )

 If you read every word on the slide,


students also read the slide. It is not
different from reading!
Note Taking
 Purposes of taking notes
 External storage of concepts reviewed later
 Note taking interferes careful listening
 Students have to decide whether they take
notes or stop taking notes to listen carefully
 Lecturers should consider the pace of how
much information students can process
Think-Pair-Share Method
 A strategy developed by Lyman et al.
 Think – Give 1 min to think or 2 min to write down
 Pair – Make pairs to exchange ideas to reflect
 Share – More than one pairs share ideas
 Encourage student classroom participation
 Able to use even in a large class
Effect of Discussion
Attention rate

10-20min 10-20min

Discussion Discussion Time


among among
students students
Use of Slides (Powerpoints)
 Use less than 10 lines
 Use a font size of 24 or bigger (This is 24!)
 Avoid description of low contrast
 Use combination of sentences, pictures,
tables, and figures. Avoid monotonous
flow of slides.
 Animation helps to attract learners, but too
much use will become a distracter.
Richard Mayer’s
Multimedia Principles
 Multimedia principle
 Spatial contiguity principle
 Temporal contiguity principle
 Coherence principle
 Modality principle
 Redundancy principle
 Individual differences principle
Multimedia principle
 Visual aid is more effective than only
the text

Group Learning
Decide on a moderator and
transcriber to discuss issues
Spatial contiguity principle
 Text and visual assistance is more effective when
placed on the same page, closer to each other than
when placed in different locations.

Group Learning
Decide on a moderator and
transcriber to discuss issues
Temporal contiguity principle
 It is more effective to provide text and visual
assistance at the same time than to provide it
at different times.
Group Learning
Decide on a
moderator and
transcriber to
discuss issues
Coherence principle
 Unrelated texts, visual aids and narration
reduce the effectiveness of learning

Group Learning
Decide on a moderator
and transcriber to discuss
issues
Modality Principle
 Video + video is less effective than
video + audio
Group Learning
Redundancy
 While animation and narration is offered
to the audience, additional on-screen
text is not helpful due to separate
attention to different input.
Individual differences
 Design effect is more on less
knowledgeable learners. Those who are
weak in 3D ability will
Multimedia Curriculum Design
7 Principles
Principles Explanations
Multimedia Rather than text only, text with visual aid is more effective
Spatial Text and visual aid on the same page or closely placed is
contiguity more effective than separate placement.
Temporal Text and visual aid concurrently presented is more
contiguity effective than separate presentation.
Coherence Unrelated text, visual, and narration decrease the
effectiveness of learning.
Modality Visual + visual is less effective than visual + audio.
Redundancy While animation and narration is offered to the audience,
additional on-screen text is not helpful due to separate
attention to different input.
Individual Design effect is more on less knowledgeable learners.
differences Those who are weak in 3D ability will
Plan a Model Lecture
 1 min: Draw attention
 Specify the audience
 1 min: Explain overview and why you
need for the lecture
 A few min: Main contents of the lecture
 1 min: Review and closing
 You can use Powerpoint

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