15/10/2019

ADVANTAGES OF LECTURE METHOD

Summary or
Current
CHAPTER IV Economical
information
synthesis of
information from
TEACHING AND LEARNING
STRATEGIES Active listening
Inspires
and note-taking
learners
skills

LEARNING OUTCOMES TRADITIONAL TEACHING STRATEGIES DISADVANTAGES OF LECTURE METHOD

1. identify the different teaching strategies other
than the traditional methods
2. demonstrate the use of appropriate teaching Students
LECTURE STRATEGY
strategies to meet particular student’s needs and Attention
do not
Learning
Focuses
content Passive learn at on
levels of by
learner the teaching
3. apply critical thinking to evaluate specific students listening
same of facts
strategies of teaching that will enhance student pace
learning outcomes.

LEARNING OUTCOMES PURPOSES OF LECTURE TYPES OF LECTURE

4. differentiate the various teaching strategies that can be Develop the act of listening Effective way of presenting
applied in small and large groups for effective learning. new topic FORMAL INFORMAL
Develop creative thinking
5. apply and develop the skills learned that will improve METHOD METHOD
their study habits, effectiveness and learning ability.
and reasoning Stimulates learner’s interest
6. Create a teaching and learning strategy that will Serve as a supplement of the textbook, classroom discussion,
enhance active student participation and aid in retention
of knowledge and student report

Helps to integrate and synthesize a vast body of knowledge

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Guiding Principles in Giving Effective Lecture
• The lecture should be carefully planned
• The lecture must be started with proper motivation
• If the lecture is long and difficult, an outline of the
materials to be covered should be presented
• When the lecture involves narration or description, the
logical presentation should be used
PARTS OF A LECTURE Useful Language to Close the Lecture
B. Body
1. That brings us to the end of the lecture. I'd like to
summarize by saying……
1. Organization
2. Organize material in some logical order 2. To quickly recap, I'd like you to remember these
3.Allow time to summarize important thoughts key points….
4.Provide transitions that demonstrate the relationships
between key ideas. 3. So, this concludes the focus of the lecture….

Guiding Principles in Giving Effective Lecture PARTS OF A LECTURE

• Simple language should be used in presenting the
lecture
• Instructional devices or audio-visuals aids should be
used to supplement the lecture
• The lecture must be concluded by a summary
• Final check -up on the students should be given by the
teacher to measure effectiveness of the method used
B. Body
5.Presentation of an issue or situation requiring the use of lecture
TEACHING AND LEARNING
material to acquire a solution. SMALL GROUPS
6. Observing the class for nonverbal cues of confusion or
misunderstanding
Small group learning is defined as a process of learning that
takes place when students work together in groups of 8 – 10
( Crosby, J. 1996; Zubair, A. 2006).

PARTS OF A LECTURE C. Closing the Lecture

A. Introduction
•1. Answer any questions
1. Plan an introduction to catch the listener’s interest •2. Summarize the content
2. Provide a brief general overview of the lecture’s
•3. Relate lecture material
content
3. Tell students how you expect them to use the lecture •4. Ask a student to summarize
material
•5. Restate what you expect
4. Define or explain unfamiliar terminology
•6. Use of quote

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Basic steps in the development of

effective small group teaching sessions: BUZZ GROUP SNOWBALLING SYNDICATE

1. Established departmental planning committee

2. Specified the learning outcomes.

3. Preparing students to work in a small group

4. Provide a pleasant environment

5. Monitoring group activity FISHBOWL SKILLS FOR EFFECTIVE SMALL

GROUP TEACHING

Equal Anyone Anyone Who resolves

Who holds the
distribution of dominating in undermining the the conflict if
power
task the group group members they arise
QUESTIONING LISTENING RESPONDING

6. Evaluate the activity by summarizing the main points

BRAIN STORM SESSION PROBLEM-BASED TUTORIAL SEMINAR

Type of questions can be categorized into:
GROUP

Question
Narrow Broad Recall with direct
question question question
observation

Encouraging
Clear style of Probing
questions questions
questioning

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Advantages of E-learning
6. Try to avoid lectures which use only slides with 1. Elimination of face-to-face sessions cost.
bullet points 2. Reduced learning times according to the
TEACHING AND LEARNING 7. Consider the use of animations to build graphic
explanations of complex ideas
study conducted by Brandon Hall.
LARGE GROUPS 8. Import and use digitized images, sound or video
3. It provides a consistent message.
material within the presentation 4. It can work from any location and any time
9. Use the active buttons feature or use the 5. Students do not have to follow a certain
hyperlink function. pace of a teacher.

Student Engagement Managing Disruptive Behavior

6. it can be updated easily and quickly because
Inattentive Students Late Arrivers Noisy students using mobile
phones
updated materials are simply uploaded to the server
Prior student’s Rhetorical a. make eye contact a. Disseminate ground a. Set ground rules to switch off all 7. It can lead to increase retention and a stronger
knowledge questions Active learning
with them rule that students mobile phones before the start of the grasp on the subject
b. discontinue the should not come into lecture
discussion by a short the lecture theatre b. Stop talking in mid-sentence and 8. It can easily manage a large group of students.
pause more than ten minutes look in a non-aggressive way at the
c. ask the students after the start student making the noise 9. It allows portability of the training
Incomplete Demonstrations Currency of the directly if they have b. Pause till the c. may use humor to remind students 10. It can deliver and designed the learning material
handouts or examples material any questions latecomer is settled in that they are breaking the ground
c. Use of humor to rules in a more comprehensive and concise manner to suit
comment on late d. direct a question to the area in a variety of learning styles of learners.
arrivals which the noisy students are sitting

Effective Use of Lecture Presentation Software: Disadvantages of E-learning:

(Morton, A. 2007)
1. Keep the number of slides to a minimum
2. Use slides to enhance and illustrate the presentation.
3. Avoid using complex background images that detract
attention.
4. Do not use over-complex graphs
5. Use a sans serif font such as Arial or Verdana
1. Developing effective E-learning course takes
time, money and a great amount of expertise.
2. E-learning may limit the amount and depth of
e-Learning interaction amongst both students and instructors.
 According to Wang and Newlin (2001), online courses
still adopt an Asynchronous approach to learning which
E-learning is a combination of audio, visual and kinesthetic limits the interaction of students and instructors.
learning that increases the effectiveness of absorbing
materials to learners.

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3. Students may encounter technical problems. Quantitative Research Qualitative Research

̶ A research conducted by Volery and Lord (2000), showed that
students often encounter a technical problem which is critical for the Involves the systematic It involves the "studied use
instructor to have a reasonable knowledge of technology and has an collection and analysis of and collection of a variety of
idea of performing basic troubleshooting tasks. data using computational, empirical materials" which
4. E-learning may create a social division statistical and mathematical may include case study,
5. Learners with low motivation tend to be lax when using e- tools to derive results. personal experience,
learning session introspection, life story,
6. A poor internet connection and unavoidable general random interviews, artifacts cultural
faults can interrupt learning. texts and productions
(Nordquist, R. 2019)

Categories of E-learning QUANTITATIVE APPROACHES

• seeks to describe the current status of a variable or
Synchronous Asynchronous Descriptive Design phenomenon.

learning lerning
Correlational • explores the relationship between variables using
statistical analyses.
Design
Quasi-Experimental • ( often referred to as Causal -Comparative)- seeks
to establish a cause-effect relationship between two
Design or more variables.

Experimental • often called the experimentation, use the scientific

method to establish the cause-effect relationship
Design. among a group of variables in a research study

Importance of E-learning QUALITATIVE APPROACHES

• immersion of the researcher to the target participants'
Ethnography environment to understand the goals, cultures, challenges,
motivations, and themes that emerge

• done by in-depth interviews, read documents and look

Narrative for themes to illustrate the individual story.

Research Phenomenological
• this is used to describe an event, activity, or
phenomenon.
It is more effective as a learning strategy if the
• provides an explanation or theory
teacher does not know the answers to the questions Grounded Theory behind the events
that learners are investigating (Killen, R. 2016).
• involves a deep understanding through multiple types of
Case Study data sources. It can be explanatory, exploratory or
describing an event

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Mixed-method research or Triangulation Benefits of Using Video in the classroom

(TO TEACHERS)
1. Video increases student engagement

OTHER TEACHING 2. Stimulate activities

3. Enable teachers to create a flipped classroom or
STRATEGIES blended learning environment
4. Facilitates remote learning opportunities to students
5. Provide teachers to track student engagement and
attendance while viewing

Other ways of classifying research VIDEO PRESENTATION Live lecture capture

methods according to Russell Schutt Recording classroom-based
Viewing film in the
activities in a digital format that the
classroom helps students students can then watch over the
gain in-depth knowledge, web, on a computer or their mobile
device.
Deductive Descriptive develop critical thinking
Inductive and actively involved
This lecture capture technology
research research records the presenter's audio and
students in their studies video, including any visual aids,
synchronizes them and webcasts
(Morze, 2008). the stream life or archived for on-
demand playback.

ESSENTIAL PARTS OF A RESEARCH PAPER Benefits of Using Video in the classroom Screencasts This is usually used in
Introduction and
(TO STUDENTS) tutorials, training videos,
Literature
Title Abstract Statement of the video lessons, and recorded
Review
problem 1. Video produces a sensory experience that is more engaging
presentations.
than just using print materials.
2. Enable the students to view anywhere and at his convenience. The term screencast has had
3. Video increases knowledge since it can be reviewed anytime.
various other names such as
Limitations of
Study
Materials Methods Results streaming desktop video
4. Assist with mastery learning where students can view complex captures, online tutorials,
clinical or mechanical procedures as they need to.
and screen captures (Betty,
5. Increase proficiency in digital literacy and communication. 2008 quoted in Sugar,
Discussion /
Summary Acknowledgment
Reference/ Brown, & Luterbach, 2010).
Conclusion Bibliography

6

Web lectures
SYMPOSIUM
• The symposium consists of a
series of prepared series of
speeches that focuses on a
particular issue rather than a
more general theme.
• It is comprised of 4-6
participants with a suggested
time of 20 minutes per
speaker (15 mins presenting,
5 mins Q & A).
Characteristics of a symposium:
It gives
It gives wide
opportunities to the
knowledge of the
audience to decide
topic
the problem
The objective of
It provides different
views on the subject
achieved by this
Web lectures are defined as
"condensed, studio-recorded
lectures made available via
the web as multimedia
presentations that combine
video of the lecturer, audio,
lecture slides, and a table of
contents"(Day, 2008, p.xi).
This is split into two-screen
It creates a feeling
of collaboration and
adaptation
synthesis and
evaluation is
technique
15/10/2019
ADVANTAGES DISADVANTAGES INFOGRAPHICS
• It gives the teacher a broad view of • The chairperson has no control over the
speakers who get full-scale freedom to
different aspects of the problem prepare the theme for discussion • Infographics are a
including current trends in teaching representation of information or
• There is a probability of repetition
• It provides listeners a chance to because every speaker prepares them data in a graphic format
comprehend and decide on the as a whole designed to make that
topic/problem. • If different aspects of them are presented information easier to
simultaneously, the listeners may not be
• It develops social values in the able to decipher the theme correctly understand.
listeners • The application of infographics
• Listeners are likely to remain passive in
• It develops the power of evaluation the symposium as they are not given to teaching and learning will
and synthesis in the audience opportunities to seek clarification and help students understand
question in between the symposium
• It helps to investigate a problem • This technique is used to achieve the
complex ideas or information
from several points of view cognitive domain's higher objectives but
not affective domain
Steps in Creating an Infographic:
Procedures for preparing Symposia (venngage.com)
1. The teacher should orient the students on the
• 1. Outline the goals of the
procedure to be observed. infographic.
2. Each student speakers should prepare on the • 2. Collect data by using the
given topic internet, existing data
repository, google search,
3. The formal portion of discussion
academic sources and
 A. The symposium starts with the chairman introducing the
topic
original research
 B. The chairman introduces the speakers • 3. Visualize the data in the
 C. The topic is presented by the students infographic
• 3.1. Reminder for an effective formal discussion
 A. The teacher must require the students to take down notes • 4. Layout the elements of the
 B. Ask the students to summarize the major points and different infographic design by using a grid
layout.
position
 C. Ask students to assess the accuracy and logic of the arguments • 5. Add style to infographic design
of the panelists ̶ a. Choose a readable font
̶ b. Add some extra graphic elements
• 4. Open discussion or the question and answer portion ̶ c. Negative space or areas of the page
 A. After the discussion, the chairman gives a brief summary of all the that don't contain any text or images
speeches and opens the discussion to the students. ̶ d. Keep icon color, style and size
consistent
 B. Any question or contributions addressed through the chairman
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GRID LAYOUT ROLE PLAYING • 4. It makes the

students engage in
Learners develop their higher-order
thinking and
problem solving and deeply learn
social skills. It also content.
emphasizes empathy, • 5. It helps teachers
self-confidence, and to assess student's
understanding of
sensitivity toward the course content and
feelings of others (Del their interpersonal
Castillo, F.A., 2013). skills.

Benefits of Infographics (For Teachers) Disadvantages of role-playing

• 1. Some students are
uncomfortable with
Explanatory images role-playing scenarios
and reluctant to
participate.
• 2. There are role-
Perusing of activity or worksheets playing scenarios that
require only two or
three individuals, so
other students just
A wide range of information can be have to watch and
compressed into a single infographic. become disinterested.

Benefits of Infographics (For Students) Advantages of role-playing • 3. Role-plays that involve

physical activity for the
whole class can become
• 1. Roleplay can provide students
unruly.
Customize the learning style of students the application of knowledge in
real-world situations • 4. Learning the rules of
participation can divert
• 2. It creates an environment of learners from what they
Students can explain the content of the learning in which students are should learn.
assigned topic motivated and realistically engaged. • 5. It can cause to some
• 3. It can assist learners to acquire a students to become too
emotionally involved in the
Information is easily analyzed and variety of communication and social
situation
interaction abilities while mastering
remembered by the students
the content of the course.

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How to Use Role Play To embed games and activities into the How to use a Kahoot:
2. Outline the
learning process, it is important to take note
1. Registered through Kahoot.com
1. Introduce the role-
purpose of the role
play and explain the 3. Select participants of the following: ( Del Castillo, F.A., 2013) 2. Create a new quiz by fill in the boxes the title, description,
playing scenario importance of the and assign roles
visibility level and so on.
activity. choose flexible if things 3. Then, you are brought to a new screen where you start
enthusiastic participants do not turn out creating your quiz by typing your first question.
carefully as expected
4.Next, you type in at least two answers ( no more than four
answers) to your question and mark which answers are incorrect
choose games the relevance of or correct by a click of a button.
6. Discuss and 5. Guide the 4. Give students appropriate for the game to the 5. You can add more questions to your quiz by clicking the "add
evaluate enactment. time to prepare. the student's topic must be question" button. You must complete the question before you
age group considered move on to creating the next question

GAMIFICATION In-Class gamification strategies : • 6. After creating the quiz, you brought to the review screen to be able to reorder as
well as edit the questions if needed.
• Classroom game activities are • 7. Adjust the settings, such as Privacy ( if you want the Kahoot public or private),
difficulty level (easy, intermediate, advanced), and primary audience (business, etc)
typically not graded, and school, university,
student participation is based
• 8. After creating a quiz, select "launch quiz", then students join by entering a code
on the desire to contribute to a using their own devices
team or to individually achieve
• 9. Students will use their phones or laptops to play the game.
some prize or recognition.
• 10. The teacher projects the game on a smartboard or a projector that students can
• Teachers will be aware that see from a distance
games can provide little "fun "
• 11. Depend on answer choice and speed, Kahoot will give students a score.
for the class.
• 12. After each question, a leaderboard will be shown to students as well as overall
leader after that round. Students will continue to do this throughout the Kahoot to find
the overall winner of the game.

Classroom Response systems Key Role in Gamification:

Users are all
Gamification or gamified learning incorporates the participants
aesthetics and functionality of games (Kapp et al.,
challenges/tasks
2012) to engage, educate and motivate learners
(Kiryakova et al., 2014) points

levels

badges

ranking of users

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JOURNAL CRITIQUING GUIDE QUESTIONS IN JOURNAL CRITIQUING • RESEARCH METHODS

̶ Are the experimental methods
• INTRODUCTION describe adequately?
• Critiques are written ̶ Are the study design and
̶ Is the title of the article appropriate
constructive criticism or and clear? methods appropriate for the
̶ Is the abstract specific, study?
judgment based on representative of the article, and in ̶ Was the sample big enough?
criteria. the correct form? ̶ Could there be any bias in the
̶ Does the introduction of the article,
• Students should not offer a clearly describe what problem is that
sample? If yes, why?
̶ How was the data collected?
they were addressing in the
mere summary of the research? Where any tools used? Were
article but give a unique ̶ Does the introduction clearly they reliable and accurate?
describe the purpose of the ̶ Did they need /get ethics
opinion and discussion. research? approval to conduct the study?

Basic information in any type of journal • RESULTS AND FINDINGS

̶ How was the data analyzed?
• 1. Name(s) of the author(s) ̶ Do you find errors of fact and
• LITERATURE REVIEW interpretation?
• 2. Title of the article ̶ Is the literature review ̶ Were the results displayed clearly
• 3. Title of the journal, volume number, date, month, and page current in the last 5-10 and understandably?
numbers years) ̶ Is all of the discussion relevant?
̶ Is the literature review ̶ Should some sections of the
• 4. Statement of the problem or issue discussed relevant to the research manuscript be expanded, condensed
• 5. The author's purpose, approach or methods, hypothesis, and that has been conducted? or omitted?
major conclusions ̶ What were the strengths of the
study?
̶ What do you think were the
limitations of the study and were they
identified by the authors?

How to critique a journal article • REFLECTION

̶ Could the study be replicated?
• RESEARCH ̶ Does the study, or could you,
Read the article QUESTIONS make any suggestions as to how
to get an
overview ̶ What is the research the research could be taken
question/hypothesis further?
̶ How can you relate this research
and its findings to your practice
and patient care?
̶ Consider one thing you have
learned from reading this article
Answer the
guide questions Read it again
below by critically with the
making notes in questions in
a notebook or mind
on article itself

10

Technology is just a tool. In terms of
getting the kids working together and
motivating them, the teacher is the
most important.
-Bill Gates
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