The Lecture A personal perspective Phil Lightfoot Physics

The Lecture A personal perspective Phil Lightfoot (Physics)

Contents Input and outcome based teaching Constructive alignment of learning outcomes My tool box of learning styles Adding material to the lecture framework Techniques to promote real audience interaction Barriers to learning Ways to encourage continued offline engagement Examples of application of learner centred teaching techniques within Maths III module Movie summary of an Applications of Optics lecture

A history of input based teaching Lecturer focuses on transmission of content and a lecture is deemed successful if the appropriate quantity of syllabus has been covered. • little attempt to stimulate student off-line learning • passive student learning taking place in lecture • under-use of available teaching resources • lecturer regarded as focal point and conduit of information

The limitations of input based teaching

The limitations of input based teaching A larger intake means that a greater proportion of students come to university simply to get a degree to move into a job and their focus whilst at university is on the destination rather than the journey. Passive students tend to be: • dependent on lecture material and less likely to work offline • interested by the greatest reward for the least effort • focused on passing exams • Surface learners rather than deep learners (SOLO 2, 3) But can a module be designed to cater for the 2013/14 audience?

A future for outcome based teaching Here the module lectures are based around creating an active learning environment inside and outside the lecture theatre. • active student learning takes place in lecture • extensive use of a wide range of available teaching resources • frequent reference to offline learning linked to learning outcomes • sustained student engagement and deeper learning are the overarching goals (SOLO 4, 5)

The module framework Teaching for Quality Learning at University, Biggs (1999) Constructive Alignment Module design aligns the learning outcomes, the learning activities and the assessment tasks. ‘getting the student to successfully perform the verb stated in the learning outcome and assessing their performance’

The framework of the module Learning outcomes should address both higher and lower cognitive skills (i. e. top and bottom levels of Bloom’s taxonomy). Anderson and Krathwohl 2001

The approach to lecturing Teaching for Quality Learning at University, Biggs (1999) Biggs describes four levels of thinking about learning and teaching. Level 1 : Input based : Not the teacher's responsibility to engage students. Level 2 : Seeing teaching as a performance : Onus is on lecturer to ‘sell’ a lecture using good craft. Level 3: Teaching seen as support for learning strategy linked to constructive alignment of a module. Level 4: The student takes control of their own learning framework (independent learner).

My toolbox of learning styles 1. Piaget’s Theory of Cognitive Development • Assimilation New information is incorporated within an existing schema. • Accommodation New information cannot be incorporated within existing schemata, requiring understanding to change to be able to fit. Accommodation comes about when assimilation has failed. I speed up for assimilation usually showing an example I slow down for accommodation usually providing evidence, allowing reflection and conceptualisation.

My toolbox of learning styles 2. The Kolb cycle (1984) Honey and Mumford (1986) I try to construct material to chase the learners around the cycle by asking questions which encourage reflection, conceptualisation and ways of testing ideas and models.

My toolbox of learning styles Key questions for activists: Will there be a wide variety of different activities? Will having a go be encouraged? Will I be challenged? Key questions for reflectors: Will I be given enough time to consider and assimilate? Will there be plenty of reference material to use? Will there be opportunities to develop knowledge offline? Key questions for theorists: Will there be opportunities to question? Do the learning objectives indicate a clear structure and purpose? Will I encounter complex ideas that will stretch me? Key questions for pragmatists: Will there be time to practise and experiment? Will there be lots of practical tips and techniques? Will we address real world relevant problems?

My toolbox of learning styles To disseminate information To develop capability to use ideas and info Lecture Role play Lecture led problems Self directed study P, T, R A, P To develop the ability to critically assess ideas and information Group discussion P, T (A get Practical bored, R get task distracted) A, P (T and R if time Students given to presentations reflect) P, T, A, R as can choose their own method A, P (T and R if time given to reflect) Team quizzes All if P, R but too questions Demonstration passive for A Individual are well by lecturer and too quiz chosen and basic for T relevant Case study To develop ability to generate ideas All Brainstorm as class A, P Individual mini research project T, R All Team problem solving task All

My toolbox of learning styles 3. VARK model Fleming (1987) (1) Visual learners: a preference for seeing (maps, spider diagrams, charts, graphs, flow charts, labelled diagrams). (2) Auditory learners: best learn through listening (lectures, group discussion, speaking). (3) Read/write: text-based input and output (reading and writing, Power. Point, Internet). (4) Kinaesthetic learners: prefer to learn via experience (demonstrations, simulations, videos, applications).

VARK Example: Snell’s Law air Audio Water Snell's law is a formula used to describe the relationship between the angles of incidence and refraction, when referring to light passing through a boundary between two different media such as water and air. Kinaesthetic

My toolbox of learning styles 4. Ripple Model, Phil Race (1993) Wanting The student must want to learn. Achieved by pointing out why they’re learning the subject, its relevance and value for their future work. Students must be aware of the learning outcomes. Feedback Must be returned to students in good time so that they still care about it, ensuring that they get plenty of advice so they can improve future work. Self assessing their own learning, peer assessing other students.

Adding material to the lecture framework Recap of previous lecture (2 min) Clarify the learning outcomes (1 min) Clarify the offline resources (VLE, facebook) (1 min) Lecture body menu (4 x 10 min activities): various traditional e. g. discussion, taking notes, solving problem, etc. Lecture jolt menu (1 -2 min activities): tell a story, show a movie, give a demonstration, ask a question, pair discussion, quiz, pass round an object Summarise what has been covered (2 min) providing a couple of ‘take home’ messages.

Techniques to promote audience engagement and real interaction in a large lecture format • Students are provided with pre-reading ahead of the lecture and are expected to ask questions during session. • Prior to starting, initiate a light-hearted conversation with students • Be friendly - relaxed, enthusiastic, positive • Lecturer and student on equal basis. Tone of voice = conversational not dictatorial. • Strong use of eye contact and always refer to students by name • Be critical of any negative behaviour - maintain environment • Make it clear that the lecture is for their benefit - focus on learning • Remind students to interrupt if they need clarification and thank students for questioning material • Address student concerns sharing knowledge and understanding • React to audience attention, changing lecture plan to suit.

Barriers to learning during the lecture and those actions performed by the lecturer which can prevent learning Things you can’t change but of which you should be aware • Room temperature, room dimensions, visibility of boards, noise. • Attention span varies on the number of prior lectures, low blood sugar, time of day, number of hours sitting in the same seat, etc. Things you can do to prevent learning • A stressful environment can be created if there is an expectation that individual students will be singled out to perform. • Failure to break up a 50 minute lecture into 4 or 5 sections using a demonstration, a worked example, a question to the audience, a story, a video, etc. • Failure to observe the audience and react by changing the teaching style if their attention is waning.

Promoting continued enthusiasm for offline independent study Contact time in lectures represents a small fraction of the time students are expected to spend learning a module. Sustained participation in offline active high-level learning is important. • Promote offline resources at the start of each lecture. • Some learning outcomes must be linked / aligned to offline components (applets, online tutorials, support movies, practice questions, quizzes, worked examples). • At end of lecture summarise what has been covered and ask if students are happy. Provide a couple of ‘take home’ messages. • Promote the use of group resources for discussion. • Direct students to engage in activities related to the lecture content (e. g. use of Audacity, timelapse photography, internet ‘instructables’, Youtube).

Example: Maths III 2 nd year module teaching solution of partial differential equations, Fourier series, Fourier transforms and the Frobenius method.

Maths III Lectures Good for P, T, R. Try to ask many questions to keep A engaged.

Maths III Lecturer Led Problems Good for P and T. A get bored and R get distracted so try to make sessions as interactive as possible and link to notes.

Maths III Demonstration by lecturer Good for P ad R but too passive for A and too basic for T. Ask lots of questions and link demo to theory and maths.

Maths III Team Quiz Good for A and P (T and R too if time given to reflect)

Maths III Case Study All : to critically assess information and ideas

Maths III Offline challenge Good for A and P (T and R too if time given to reflect)

Maths III notes/self directed study Good for P, T, A and R as they can choose their own method. .

Maths III notes/self directed study Good for P, T, A and R as they can choose their own method. .

Maths III notes/self directed study Good for P, T, A and R as they can choose their own method. .

Maths III Individual Quiz Good for all

Maths III notes/self directed study Good for P, T, A and R as they can choose their own method. .

Maths III notes/self directed study Good for P, T, A and R as they can choose their own method. .