Lecture CPR Agnes DiStasi DNP, RN, CNE Nursing Education Consultant 1
Disclaimer Statement The presenter(s) attest that they do not have a conflict of interest, bias, or commercial support related to the educational activity. The presenter nor any member of their immediate family, have any financial relationship in which they receive salary, royalty, fees, honoraria, ownership interest or other financial benefits from an organization addressed in the educational materials. They do not promote any services or products during the activity and neither the presenter, nor any member of their immediate family, have any financial interest in the topics presented during the educational activity. Attendees must submit a completed evaluation of the educational activity to receive their CNE certificate. 2
Objectives • Discuss the rationale for the use of lecture in an active learning classroom. • Describe how lecture can be utilized as a teaching-learning strategy for the development of clinical judgment. • Demonstrate appropriate strategies for creating an engaging lecture to optimize learning. 3
CPR • C oncise • P articipative • R ealistic 4
Concise • Use as few words as possible • Expect that your students will “fill in the blanks”. • How would it feel to have less formal lecture and more “conversation”? • Why? 5
Participative • Student participation during lecture • Ask questions • Don’t give it all away on the slides • Take off your body armour! The person who is working in the classroom is the person who is learning in the classroom! So…have the students do the work! Carloye, 2017; Cummings, 2018 6
Realistic • Include the most pertinent information • What do you want them to learn? What do they need to know? • Think about incidence and prevalence. • Don’t expect students to memorize it all. • Just because it’s in the chapter, it doesn’t mean it’s pertinent to your objectives for student learning. Nowak, Speakman, & Sayers, 2016 7
Learning Styles (VARK) • Are all of your students predominantly Read-Write learners? • How do you know? Why does it matter? • http://vark-learn.com/ VARK Learn Limited, 2019 8
Engaging Diverse Learners • The active learning classroom can engage diverse learning styles. • Students will draw upon their strengths when working in groups. VARK Learn Limited, 2019 9
The Active Learning Classroom • Yes, it can include lecture! • Lecture cannot stand alone. • Lecture = complex material followed by activities to build on that foundation • Development of clinical judgment via concept connection • Flipped vs Scrambled Classroom Cummings, 2018; Gaba, 2015; Peisachovich, Murtha, Phillips, & Messinger, 2016; Phillips, 2016; Roberts, 2017; Russell et al., 2016 10
Chunking the Classroom – Let’s Practice • Chunking - 10-20 minute lecture combined with active learning strategies throughout class time • Yes, this strategy can work in the large lecture classroom! • Strategies for student participation in lecture • What are some specific active learning strategies that you can utilize throughout lecture? • Be specific! Carloye, 2017; Liu, 2016; Russel et al., 2016 11
Best Practices for PowerPoint • The number one mistake found in PowerPoint presentations is usually the amount of text used in a slide. Because they want to deliver more information about a subject, educators fill the slides with text, even with irrelevant information, leaving no space for images or other visual media. However, according to surveys, when there is a significant amount of text in a presentation, the audience prefers to read it, paying more attention to it rather than to the educator talking. • When creating a presentation, you must always take into consideration the message you want to deliver and the needs and personality of your audience. For example, Comic Sans is inappropriate for a business presentation, but it is quite playful when used in a presentation created for primary school students. • It is up to you what kind of font you will choose, but be careful and choose fonts that are simple, clean, sharp and easy to read. And always use the same font for all the slides of the presentation. • Another mistake is the use of bad quality images. In order to save time, educators search through the Internet for images relevant to the subject, they download and paste them on the slide, caring little for the final outcome. They just add the image next to the text and that is considered as a nice combination of image and text. Wrong. You must spend enough time searching for the most appropriate image and you can gradually develop your own collection of graphics. Bright colors and clear graphics attract the learners' attention whereas low quality images, that sometimes contain even a logo, have the exact opposite result. • Avoid using together color combinations such as blue and red, white and yellow. You can always use the pre-installed color themes, in order to save time, or you can experiment and choose the color pairs that you prefer the most. 12
Best Practices For PowerPoint Slides • Amount of text • minimal • graduated • Appropriate font style • Image and video quality • Contrast • Use colors with high contrast • Use of moves and transitions • Keep to a minimum eLearning Industry, 2017; Nowak, Speakman, & Sayers, 2016 13
PowerPoint SWOT Analysis Strengths -Provides a visual for students to assimilate information. -Is a study aid. -Helps students when studying for a test. Students ask for it. Weaknesses -Helps faculty to be prepared. -Helps faculty to be in control. Opportunities Threats 14
PowerPoint SWOT Analysis Strengths Weaknesses Opportunity Threats 15
Think, Pair, Share • What are some of your own PowerPoint practices that you might think about revising? Be specific! 16
Questions??? 17
References Carloye, L. (2017). Mini-case studies: Small infusions of active learning for large-lecture courses. Journal of College Science Teaching, 46 (6), 63-67. Cummings, R. (2018). Building a case for active learning: The use of lecture versus other classroom activities at LMB. Journal of Learning in Higher Education , 14 (1), 8-15. eLearning Industry. (2017). Five mistakes to avoid when creating PowerPoint presentations . Retrieved from https://elearningindustry.com/creating-powerpoint-presentations-5- mistakes-avoid Gaba, A. (2015). Teaching clinical judgment: A review with consideration of applications for health professions. The Open Nutrition Journal , 9, 53-64. 18
References Liu, D. (2016). Chunking your class: Lessons we learnt from observing other lecturers. Retrieved from https://sydney.edu.au/educationportfolio/ei/teaching-@Sydney- /chunking-class-lessons-learnt-observing-lecturers/ Nowak, M., Speakman, E., & Sayers, P. (2016). Evaluating PowerPoint presentations: A retrospective study examining educational barriers and strategies. Nursing Education Perspectives, 37 (1), 28-31. Peisachovich, E. H., Murtha, S., Phillips, A., & Messinger, G. (2016). Flipping the classroom: A pedagogical approach to applying clinical judgment by engaging, interacting, and collaborating with nursing students. International Journal of Higher Education 5(4), 114-121. doi:10.5430/ijhe.v5n4p114 19
References Phillips, J. M. (2016). Strategies to promote student engagement and active learning. In D. M. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (pp. 245- 262). St. Louis, MO: Elsevier. Roberts, K. (2017). Scrambling the active learning classroom: Achieving balance between traditional lecture and flipping. Retrieved from https://www.atitesting.com/docs/ default- source/research/scrambling_active_learning_classroom-1.pdf?sfvrsn =f9e106e9_0 Russell, J., Van Horne, S., Ward, A. S., Bettis, E. A., Sipola, M., Colombo, M., & Rocheford, M. K. (2016). Large lecture transformation: Adopting evidence-based practices to increase student engagement and performance in an introductory science course. Journal of Geoscience Education, 64 , 37-51. VARK Learn Limited (2019). The VARK modalities. Retrieved from http://vark-learn.com /introduction-to-vark/the-vark-modalities/ 20
Recommend
More recommend
