Programme

 Effective lecturing
• Input from facilitator (9:30 - 10:00)
• Group discussion (10:00 - 10:20)
• Group report & feedback (10:20 - 10:50)
 TEA BREAK (10:50 – 11:10)
 Effective tutoring in tutorials
• Input from facilitator (11:10 – 11:40)
• Group discussion (11:40 – 12:00)
• Group report & feedback (12:00 – 12:30)
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 Effective Lecturing

17/12/07 2
A German jingle

All are sleeping

Just one is preaching
Such performance is called here
‘teaching’

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 Remarks from some students
on lectures
In the past

The lecturer simply reads out the lecture notes given to us.

At present

 The lecturer simply reads out the PowerPoint slides on the

screen.
 The lecturer simply uses Cantonese to read out the
PowerPoint slides, which are in English.
 The lecturer is talking to the computer screen; I can hardly
see his/her face.

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 General points to note
for effective lecturing
 Communication skills
 Enthusiasm and interest
 Rapport with students
 Use of visual aids
 Content of lecture

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 Planning a lecture
 Consider:

 Students
 Subject matter
 Resources
 Constraints

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 Subject matter
 What are the expected learning
outcomes?

 How much should you teach?

 How do you structure your lecture?

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 Structuring the lecture
 Introduction and statement of
learning outcomes
 Key point I: sub-points 1, 2, 3 …
 Short recapitulation
 Key point II: sub-points 4, 5, 6 …
 Short recapitulation
 …
 Summary and conclusion
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 Does different content require
different organization?

 Systematized and conceptual

knowledge
 Arguments about certain issues
 Problems and problem-solving
 Information and facts
 Procedures and processes
 A mixture of some of the above
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Lectures focusing on systematized and
conceptual knowledge
 What concepts are involved?
 How do you explain these concepts?
 What are examples and non-
examples of each concept?
 How are the different concepts
related?
 Develop a mind map/concept map?

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 Economic Analysis

Supply and Wants/ Goods/

Scarcity Others
Demand Needs Services

Capital Consumer
Supply Demand Price
Goods Goods

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 Lectures focusing on
arguments about issues
 What is/are the issue(s)?
 How do you present these issue(s) to the
students?
 Explanation of the issue(s) required?
 Developing multiple perspectives on the
issue(s)
 What evidence is there to support claims?
 Will special jargon/concepts arise in
discussing the argument?
 Summarising the different arguments
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 Lectures focusing on
problems and problem-solving
 What is the problem?
 How do you present the problem?
 How do you explain the background and
significance of the problem?
 What are the possible solutions?
• Arguments
• Evidence (data/information)
• Reasoning
 How do you lead students to assess the validity
of solutions?
 Summary and conclusions
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 Lectures focusing on
facts and information

 This is not recommended.

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 Lectures focusing on
procedures and processes
 How do you sequence the actions?
 Give an overview of the procedures first,
accompanied by demonstration.
 Provide reasons for each step?
 Avoid a ‘recipe approach’ in which
students just follow without knowing what
they are doing.
 Provide opportunities for students to try
out, with ‘teacher’ supervision (in
tutorials?)
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 Explanation

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 Good explanations
 Clarity of structure
 Intelligible and understandable
 Related to previous learning and
experience
 Focusing attention upon important points
 Use of examples/non-examples and
illustrations
 Interesting presentation
 Not circular

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 Learning of concepts

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 What is a concept?
 A concept is an idea or symbol that
brings together a group of ideas or
symbols.
 Concepts are abstractions or
generalizations.
 Each concept has its own attributes
that distinguish it from other
concepts.
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 How to teach a concept
 Inductive teaching

 Deductive teaching

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 Inductive teaching
 Present numerous examples of the
concept to students.
 Highlight the attributes.
 Develop generalization/definition.
 Give the concept a name.
 Provide and analyse more examples
and non-examples.

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 Deductive teaching
 Present the generalization, principle
or concept definition.
 Explain the attributes.
 Give examples and non-examples.

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 Encouraging active learning
during lectures
 Ensure meaningful learning
• Tie to existing prior knowledge

 Involve students in thinking and reflecting

• Use of buzz groups
• Raise stimulating questions
• Present controversies, conflicting evidence etc.

 Provide pauses.
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 Grouping
 A&SS 1 group
 B&A 2 groups
 LiPACE (10) 2 groups
 S&T(3)+LiPACE(2) 1 group

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 Group Activity
Select a concept in your discipline, and
suggest how you would:

• Ensure meaningful learning of the

concept during a lecture.
• Relate the concept to experiences and
needs of students and/or the discipline
they are pursuing.
• Present this to the participants: 3 min
for each presentation, 2 min feedback

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