UNC Stuff Effective Lecturing Techniques Edward Kernick and

UNC Stuff Effective Lecturing Techniques Edward Kernick and Todd Zakrajsek

Edward Kernick DPM Assistant Professor Cell Biology and Physiology Todd Zakrajsek Ph. D Associate Professor Family Medicine and AOE

Objectives… • Why do we lecture? • Is lecture dead? • Practical steps for leading effective large group sessions • Techniques for interactive large groups • Bottom Line

Why do we lecture? • Let me begin by saying that I am huge fan of the “traditional lecture” • Don’t get me wrong…also truly enjoy small interactive learning sessions (labs & TBLs) • Appropriate topic in lieu of our planned curriculum revision (need for streamlining) • Its interesting…lectures have long been criticized • More than 200 years ago Samuel Johnson reportedly told a colleague “lectures were once useful…but know when we can all read, and books are so numerous…lectures are unnecessary” • More recently (2007) Heppner similarly concluded “a lecture is a lousy way of transmitting facts to people…reading or web activity is much more efficient”

Why do we lecture? • I agree, students can indeed learn from selfdirected instructional media (i. e. websites, Khan Academy, and e-learning modules) Entertainment But is it better? I believe that well-crafted lectures that are constructed thoughtfully and delivered purposefully can surpass other instructional methods… yet still promote critical thinking, problem solving, and concept/factual information transmission • The key is…how do we construct lectures that promote critical thinking, problem solving, and convey important information • Answer is motivation, inspiration, & entertainment Promote Critical Thinking ati pir Ins Concepts and Facts tion • Problem Solving to Mo tiva Or is “live” instruction pedagogically superior these other instructional methods? on •

Is lecture dead? • Lecture format is remarkably durable • “Despite centuries of technological innovations that might make lecture obsolete…lecture remains to most frequent used instructional method in higher education” (Zakrajsek, 2008) • A recent survey of 15, 000 university students and 2, 500 faculty in Quebec indicates that students prefer traditional lectures vs. “bells and whistles” technology in the classroom • “Students are old school – they want lectures. They want to listen to a professor who’s engaging, who’s intellectually stimulating and who delivers the content to them” (says Vivek Venkatesh, associate dean of academic programs at Concordia University) • …“analysis showed that engaging and stimulating lectures, regardless of how technologies are used, are what really predict students’ appreciation of a given university course. ”

Is lecture dead? • Interesting article recently in the Atlantic outlining the power of “traditional lectures” and how they can impact our emotions and often create lifelong memories • “education isn’t just about conveying information as efficiently as possible. A lecture, done right, gets to the heart of why a lesson is worth learning” • In other words, live instruction does a better job at conveying “why” information is important to learn • http: //www. theatlantic. com/health/archive/2013/01/is-the-lecture-dead/272578/

Is lecture dead? • Corroborating lecture data from Dr. Lynn Fordham (a UNC Radiologist)… • Dr Fordham studied student preferences for didactic encounters in the 1 st and 2 nd years of medical school utilizing the UNC Graduate Finish Line Survey (approximately 120 students responded to lecture questions) • Approximately 7% of students thought some lectures could be replaced by podcasts while 75% of students ranked live lecture as somewhat or very important • Bottom line…I don’t think students dislike lectures…I think students today dislike unproductive lecture time

Steps for leading effective large group activities… Template Enthusiasm Attention Grabbers Communication skills Humor Engage Recognize and review “Good teachers do not merely deliver content to students, but wake them up, throw them on their feet, and pull the chair away” (Brown 2010) TEACHER

Start with a Template… TEACHER 1. Tell’em what you are going to tell’em… 2. Tell it to them… 3. Then tell’em what you told them • Successful teaching is 80% planning Introduction or Overview Body Conclusion Preview the Learning Objectives Presentation of Content Bottom line or summary

TEACHER Enthusiasum… • If you are not enthusiastic about your own material…students won’t be either (Social Contagion) • It helpful to consider the passion you felt when you were first learning your particular area of expertise…that's the message and feeling that you need to convey • Remember…presentations that simply convey information are less well received If you consider your role as a lecturer is to simply convey content…students may not embrace your presentation

TEACHER Enthusiasum… • If you are not enthusiastic about your own material…students won’t be either • It helpful to consider the passion you felt when you were first learning your particular area of expertise…that's the message and feeling that you need to convey • Remember…presentations that simply convey information are less well received • Successful teachers in a large group setting typically convey motivation and inspiration to the audience These folks all have something in common when the present material…they tell a story…

Attention Grabbers… TEACHER • Its imperative to create curiosity • Start the presentation with a clinical case or scenario that pertains to the topic Case • Lends relevance to the topic…helps frame the discussion • Encourages students to maintain focus throughout the discussion (i. e. as they try to solve the case or answer the questions) • Here is one I use during the anatomy… • Glucose metabolism lecture could start with images of diabetic neuropathic ulcers/abscesses

Attention Grabbers… TEACHER • Its helpful to create curiosity • Start the presentation with a clinical case or scenario that pertains to the topic Case • Lends relevance to the topic…helps frame the discussion • Encourages students to maintain focus throughout the discussion (i. e. as they try to solve the case or answer the question) • Here is one I use during the anatomy… • Glucose metabolism lecture could start with images of diabetic neuropathic ulcers/abscesses

Attention Grabbers… TEACHER • Attention grabbers don’t have to be placed at the beginning of a lecture… • Use animations/images/movies that illustrate important concepts and ideas • Allow students to catch-up (breakup the lecture content delivery) • Allows students to re-focus away from you… and onto something else • Lends relevance • Visually appealing and helpful

Attention Grabbers… TEACHER • Recognize that learning is a social/emotional process as well as a cognitive process • Instruction that incorporates personal and/or social interactions somehow seems to heighten attention and arousal in learners • Convey PERSONAL stories and anecdotes

Communication… TEACHER • • Effectiveness of any presentation depends on the ability of the presenter to communicate with the audience Smile and acknowledge the class Communication creates a safe learning environment…students need to feel safe, valued, as well as challenged Voice clarity/tone/inflection…a sure recipe for losing an audience is to speak in a monotone voice Posture…body language is important and emphasizes that you are comfortable and relaxed Movement (don’t stand behind the podium…) our brains are accustomed to re-orienting our view Rehearse your presentation (don't memorize it…but be very familiar with the order of slides etc) Speed of presentation…(average student comprehends about 150 words per min. We speak at 300 per min)

Communication… TEACHER • • • Communication creates a safe learning environment Effective speakers make eye contact with the audience…don’t dwell on one person- gaze around the room (also helps gage the audiences reaction to the material) Effective gestures (face and body)…they are natural extensions of oneself End on time (or early)…running over can imply poor planning or trying to deliver too much information Dress for success

Humor… TEACHER • Not a requirement…but it can help in many ways • Creates a safe learning environment • Allows refocus • Makes lectures more memorable • Don’t try to be a comedian…but we all have anecdotes that are amusing and students really like to hear them

Engage large groups… TEACHER

Recognize and Review… TEACHER • Average attention span of students in a lecture hall is about 20 minutes • Change pace, style or instructional method every 15 -20 minutes or else… • Use multiple examples/metaphors • Re-emphasis important concepts and points periodically throughout the lecture • I like to “sign-post” critical concepts: “if I am a medical student, I am going to be sure to understand the following…”

Recognize and Review… TEACHER • It never hurts to let students stand “take a stretch break” • Gets the blood moving and rejuvenates attention • Lets the students know that you understand their feelings and needs

Successful Lecturing • There has been studies that validate these core features of effective lectures • A Prospective Study to Validate Attributes of the Effective Medical Lecture (Copeland, Liesel) • In the study 143 participants rated lecture quality of 69 speakers at the 9 th Cleveland Clinic Intensive Review of Internal Medicine Symposia • Analysis was performed to determine which features would predict the overall lecture quality • The features that most highly correlated with ratings of overall lecture quality were the speaker's abilities to… identify key points be engaging lecture clarity format • •

Bottom Line… • Consider the mnemonic TEACHER when constructing your presentations • Start with a case or personal story • Play to your strengths…. incorporate a joke or two. But stick to your comfort zone • Be passionate about your topic and stay dynamic and engaging throughout the lecture • Try to break up the lecture into 15 - or 20 -minute chunks, maximum • Rehearsed enough that you can speak to each slide while addressing the audience • Remember…students don’t dislike lectures…they dislike unproductive lecture time

Thank You