Loving the Lecture: 3 ideas to improve your lecture based on - - PowerPoint PPT Presentation

▶
loving the lecture
SMART_READER_LITE
LIVE PREVIEW

Loving the Lecture: 3 ideas to improve your lecture based on - - PowerPoint PPT Presentation

Feb 11, 2023 184 likes •1.07k views

Loving the Lecture: 3 ideas to improve your lecture based on psychological science Anne Wilson, M.A. Department of Psychology Is active learning ALWAYS better than lecturing? It depends. When would YOU want or need to lecture? Is good

slide-1
SLIDE 1

Loving the Lecture:

3 ideas to improve your lecture based

  • n psychological science

Anne Wilson, M.A. Department of Psychology

slide-2
SLIDE 2
slide-3
SLIDE 3
slide-4
SLIDE 4

Is active learning ALWAYS better than lecturing?

slide-5
SLIDE 5
slide-6
SLIDE 6

It depends.

slide-7
SLIDE 7

When would YOU want or need to lecture?

slide-8
SLIDE 8

Is good lecturing better than bad lecturing?

slide-9
SLIDE 9

How can YOU make great lectures?

slide-10
SLIDE 10

Great lectures

slide-11
SLIDE 11

Great lectures

  • 1. Tell a story
  • 2. Use visual aids

effectively

  • 3. Consider the

audience

slide-12
SLIDE 12

Great lectures

  • 1. Tell a story
  • 2. Use visual aids

effectively

  • 3. Consider the

audience

slide-13
SLIDE 13

Great lectures

  • 1. Tell a story
  • 2. Use visual aids

effectively

  • 3. Consider the

audience

slide-14
SLIDE 14

Great lectures

  • 1. Tell a story
  • 2. Use visual aids

effectively

  • 3. Consider the

audience

slide-15
SLIDE 15

What was your favorite childhood book or story?

slide-16
SLIDE 16

What was the lesson of that story?

slide-17
SLIDE 17

Raise your hand if you remembered the lesson of the story.

slide-18
SLIDE 18

Keep your hand raised if it has been more than 1 year since you read the story

slide-19
SLIDE 19

Keep your hand raised if it has been more than 5 years since you read the story

slide-20
SLIDE 20

Keep your hand raised if it has been more than 10 years since you read the story

slide-21
SLIDE 21

Stories are meaningful and memorable

slide-22
SLIDE 22

DINNER NERVE TEACHER FLOOD BARREL RATTLE VESSEL HARBOR ARTIST CASTLE

slide-23
SLIDE 23

DINNER NERVE TEACHER FLOOD BARREL RATTLE VESSEL HARBOR ARTIST CASTLE

GROUP 1: “MEMORIZE THESE WORDS”

slide-24
SLIDE 24

DINNER NERVE TEACHER FLOOD BARREL RATTLE VESSEL HARBOR ARTIST CASTLE GROUP 2 “CONSTRUCT A STORY USING THESE WORDS”

slide-25
SLIDE 25

One night at DINNER, I had the NERVE to bring my TEACHER. There had been a FLOOD that day, and the rain BARREL was sure to RATTLE. There was, however, a VESSEL in the HARBOR carrying this ARTIST to my CASTLE.

slide-26
SLIDE 26

% of words recalled

Control Narrative

slide-27
SLIDE 27

% of words recalled

Control Narrative

slide-28
SLIDE 28

% of words recalled

Control Narrative

slide-29
SLIDE 29

How can YOU create story-like lectures?

slide-30
SLIDE 30

Define a unified meaning or message to be supported by the “action” of your lecture

slide-31
SLIDE 31

Select a sequence of content to support that meaning or message.

slide-32
SLIDE 32

Make the lecture story memorable by using stories

slide-33
SLIDE 33

Memory does not work like a video camera!

slide-34
SLIDE 34

Memories are reconstructed,

  • r rebuilt, out of

stored elements

slide-35
SLIDE 35

What can go wrong during this process?

slide-36
SLIDE 36
slide-37
SLIDE 37

Where can you find stories?

slide-38
SLIDE 38

Use your own stories

slide-39
SLIDE 39

Use students’ stories

slide-40
SLIDE 40

Use studies as stories

slide-41
SLIDE 41

Use others’ stories

slide-42
SLIDE 42

Great lectures

  • 1. Tell a story
  • 2. Use visual aids

effectively

  • 3. Consider the

audience

slide-43
SLIDE 43

Multimedia Principle

people learn better from words & pictures than from words alone

slide-44
SLIDE 44
slide-45
SLIDE 45

Cognitive Load

the amount of information you are trying to process at any one time

slide-46
SLIDE 46

How can you reduce cognitive load?

slide-47
SLIDE 47

Coherence Principle

people learn better when extraneous material is excluded

slide-48
SLIDE 48
slide-49
SLIDE 49

Signaling Principle

providing cues for how to process information enhances learning

slide-50
SLIDE 50
slide-51
SLIDE 51

Do these principles enhance student learning?

slide-52
SLIDE 52
slide-53
SLIDE 53
slide-54
SLIDE 54

Intro to Child Life

% correct on midterm

Epidemiology

slide-55
SLIDE 55

Intro to Child Life

% correct on midterm

Epidemiology

slide-56
SLIDE 56

Intro to Child Life

% correct on midterm

Epidemiology

slide-57
SLIDE 57

How can YOU use visual aids effectively?

slide-58
SLIDE 58

Guide students attention

slide-59
SLIDE 59

Stress can sometimes be a good thing

slide-60
SLIDE 60
slide-61
SLIDE 61
slide-62
SLIDE 62
slide-63
SLIDE 63
slide-64
SLIDE 64
slide-65
SLIDE 65

Use visuals to signal structure

slide-66
SLIDE 66
  • Declarative (Explicit)

○ Semantic ○ Episodic

  • Nondeclarative (Implicit)

○ Procedural ○ Priming ○ Classical Conditioning

Types of Long Term Memory

slide-67
SLIDE 67
slide-68
SLIDE 68

Keep it simple, stupid

slide-69
SLIDE 69

Does this bring me joy?

slide-70
SLIDE 70

Does this enhance my message?

slide-71
SLIDE 71

Great lectures

  • 1. Tell a story
  • 2. Use visual aids

effectively

  • 3. Consider the

audience

slide-72
SLIDE 72

https://soundcloud.com/whyy-the-puls e/an-audio-illusion

slide-73
SLIDE 73

Theory of Mind

to understand that others have beliefs, desires, and knowledge that may differ from one's own

slide-74
SLIDE 74

False Belief Task

slide-75
SLIDE 75
slide-76
SLIDE 76
slide-77
SLIDE 77
slide-78
SLIDE 78
slide-79
SLIDE 79

How can you consider the audience?

slide-80
SLIDE 80

Assess students’ existing knowledge

slide-81
SLIDE 81

Lay the foundation with facts

slide-82
SLIDE 82
slide-83
SLIDE 83

Make connections to what students already know

slide-84
SLIDE 84
slide-85
SLIDE 85
slide-86
SLIDE 86

Great lectures

  • 1. Tell a story
  • 2. Use visual aids

effectively

  • 3. Consider the

audience

slide-87
SLIDE 87

Thank you! Questions?

slide-88
SLIDE 88

Resources & References