• Go to www.mcgill.ca/polling on your computer, tablet, or phone

• Click “Join a session”

• Enter the session ID: LTT5

© McGill University, Teaching and Learning Services 1

TLS

Learning to Teach Day

November 12, 2016

Holly Ann Garnett and Alastair Hibberd

Teaching and Learning Serviceshttp://www.mcgill.ca/tls

Designing and Delivering Effective Lectures

Workshop Goals

• To become familiar with learning-centered principles in designing and delivering a lecture

• To become acquainted with a range of teaching strategies

• To consider how you may use some of these strategies

© McGill University, Teaching and Learning Services 3

© McGill University, Teaching and Learning Services 4

What Faculty are you from?1. Agricultural/Environmental Sciences

2. Arts and Religious Studies

3. Education

4. Engineering

5. Law

6. Library

7. Management

8. Medicine and Dentistry

9. Music

10. Science

© McGill University, Teaching and Learning Services 5

How much teaching experience do you have?

1. None

2. Ran tutorials

3. Guest lectured

4. Taught part of a course

5. Taught an entire course

6. Taught multiple courses

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How confident are you in your ability to deliver a lecture or tutorial?

1. I am a total rockstar

2. I am pretty confident

3. If I have to do it, I can pull it together

4. I am pretty nervous about it

5. I am completely terrified

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What do you feel is your biggest challenge for you in designing and delivering a lecture?

1. Knowing your audience

2. Deciding on what topics to include

3. Engaging participants

4. Time for practice and preparation

5. Using technology effectively

6. Improving for the future

7. Something else

Workshop Agenda:

• Introductions

• Thinking about learning outcomes

• Understanding the context of your lectures

– Audience

– Environment

• Planning a lecture

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Learning

Content

OutcomesStrategies

Assessment

• What is the content of

the course?

• What will students

learn?

• What strategies will

support learning?

• How will learning be

assessed?

What are learning outcomes?

• Clear statements of the skills, knowledge, and/or attitudes/values that students will develop as a result of participating in your session

“By the end of this course students will…”

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Why use learning outcomes?

• For instructors:

– Guide decisions about content, strategies & assessment

• For students:

– Make instructors’ expectations explicit

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Useful learning outcomes…

• focus on student learning

• are clear and concise

• are measurable

• are achievable

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Is this a good learning outcome?

1. Yes

2. No

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The primary goal of this

course is to convey an

understanding of the basic

principles of accounting.

Activity: Think-Pair-Share

The primary goal of this course is to convey an understanding of the basic principles of accounting.

Is this a good learning outcome statement?

1. You’ve thought about it on your own

2. Now discuss with a partner!

3. We’ll regroup and share

© McGill University, Teaching and Learning Services 14

Critiquing your learning outcomes:

Is the learning outcome:

• Learner oriented – focused on what students will learn?

• Measurable?

• Achievable?

• Clear and concise?

• Appropriate for your students? Context matters!

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Understanding the context:

• Who are your students (your ‘audience’)?

• Class size and location?

• What strategies do you want to use to achieve your outcomes, given the context?

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Who is your audience?

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Who are your students?

• Possible motivations for taking the course?

• Expectations about the course?

• Prior knowledge and experience?

• What barriers to learning might they experience?

How can you get this information?

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Class size and location

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Thinking outside of the box:

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Choosing Strategies

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• I learn best when…

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Thinking about learning:

Thinking about learning:

Learners create knowledge actively and uniquely; they learn best when they are able to…

• connect new knowledge to existing knowledge

• focus their attention on the learning experience

• receive appropriate feedback early and often

• work on engaging, collaborative experiences

(Angelo &Cross, 1993; Chickering & Reisser, 1993; Ewel, 1997; Felder& Brent, 2003; Ramsden,1992; Weiman, 2005, 2007; Weimer, 2003)

© McGill University, Teaching and Learning Services 23

“Learning is not a spectator sport…”

(Chickering & Gamson, 1987)

03/01/2017© McGill University 24

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Learner-

centered

lectures

Introducing &

Orienting

InformingClosing &

Reflection

Practice &

Feedback

• Build curiosity

• Share purpose

• Assess knowledge

• Present information

• How?

• Regroup, reflect,

discuss where you’re

going next

• Activities

• Engagement

Introducing and

orienting

Informing

Practice and Feedback

(Active Learning)

Time

Adapted from© 2000 Lynn McAlpine

Closure and

reflection

03/01/2017© McGill University 26

Stu

de

nts

ta

ke

th

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ad

In

str

ucto

r ta

ke

s th

e lea

d

Introducing and

orienting

Informing

Practice and Feedback

(Active Learning)

Time

Adapted from© 2000 Lynn McAlpine

Closure and

reflection

03/01/2017© McGill University 27

Stu

de

nts

ta

ke

th

e le

ad

In

str

ucto

r ta

ke

s th

e lea

d

Introducing and

orienting

Informing

Practice and Feedback

(Active Learning)

Time

Adapted from© 2000 Lynn McAlpine

Closure and

reflection

03/01/2017© McGill University 28

Stu

de

nts

ta

ke

th

e le

ad

In

str

ucto

r ta

ke

s th

e lea

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Informing

Practice and Feedback

(Active Learning)

1) Introducing and Orienting

• Provide an agenda

• State learning outcomes

• Review the last lesson (quickly)

• Find out what your students already know about the topic

• Have a ‘hook’

– Show students “the big picture”

– Frame the lecture as one central question

© McGill University, Teaching and Learning Services 29

2) Informing

• Select only three or four main points to cover

• Design your lecture in ‘blocks’

• Reinforce learning

• Know why the material is important

• Watch for student cues

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3) Practice and Feedback (Active Learning)“Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.”

University of Michigan Center for Learning and Teaching (http://www.crlt.umich.edu/tstrategies/tsal)

© McGill University, Teaching and Learning Services 31

Activity: Teaching Examples

• Break into groups of 3-4. Each group will be assigned a teaching snapshot.

• Consider the following questions: – What is this professor’s goal?

– What challenges might he or she be addressing?

– At what point in the course or class could this strategy be used?

– Why do you think this strategy is effective?

– When could this strategy be used in your classes?

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4) Concluding and Reflecting

• Summarize

• Encourage reflection

• Give a ‘teaser’ of what you will be covering next

• Use material to launch into assignments/readings

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We included all four components in today’s workshop: • Introducing and orienting:

– Goals of workshop, agenda, clicker questions

• Informing:

– Mini-lecture, individual reading, videos

• Active learning:

– Think-Pair-Share, Reading, 1 min paper, buzz-groups, clicker questions

• Closing and Reflection:

– Meta-review of strategies, closing summary

© McGill University, Teaching and Learning Services 34

Closing Summary

1. What are two new things you learned today?

2. What would you like to learn more about?

3. Do you have any additional comments about the workshop?

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Thank you!

Questions?

Teaching and Learning Services

http://www.mcgill.ca/tls/

© McGill University, Teaching and Learning Services 36