Lectures

Presentations
Instructional Designs

Florinda U. Canuto M.D.

Department of Family and Community Medicine
September 26, 2017
LECTURES
 Conducting Lectures
 Standard Method for teaching large classes
 Less effective in promoting thought, critical
thinking and change in students attitude
 Main method of delivery and teaching strategy
employed in higher education
 Advantages
 Economical way of using time
 Lecturers can be inspirational
 Can save students time by summarizing a field
of study
 Good means of introducing a subject
 Lecturer's provide a means of pacing a
student's rate of working
 Disadvantages
 Lecturer's are relatively ineffective in stimulating
thought
 Lecturer's are relatively ineffective in stimulating
changing attitude
 Lectures are less popular in students than other
methods
 Personal and social adjustments should not
normally be the objective of the lecturer
 An uninterrupted 50 minute lecture is a poor
method of learning...

There is a sharp decline in student performance

as the lecturer proceeds.

70% of the content were recalled in the first

10minutes but only 20% were recalled in the
last 10minutes.
 Other factors which aids in
remembering lecture content
 Meaningfulness of what is taught
 Logical argument of the presented subject
matter
 Repetition to consolidate learning
 Feedback
 Written exercises
THE LECTURER: Clarity of Presentation

 Presents material clearly and logically

 Enables the audience to understand the basic
knowledge of the subject
 Can be clearly heard
 Makes material Intelligibly meaningful
 Adequately covers the ground of lecture
 Adopts an appropriate pace in the lecture
 THE LECTURER: Scholarship

 Shows an expert knowledge in subject

 Illustrates practical applications on the theory of
subject
 Refers to latest developments and subjects
 Makes links between theories and practice
 THE LECTURER: Willingness to Develop
Audience/Listeners

 Considers listener’s viewpoint

 Allow questions during lectures
 Stimulates audience to think critically and
independently
 Types of Lecture
 Information and Facts
Giving of Information in either formal or informal
ways. Students tend to be passive, but lecturers
can make information giving stimulating
 Types of Lectures
 Problem Solving
Problem centered lecture consist of the lecturer
asking a question or posing a problem and then
presenting relevant information in the
arguments. The focus of the lecture is the
problem.
 Types of Lecture
 Activity
Students are actually involved by conducting
activities during the course of the lecture such
as role play or simulation.
 Types of Lecture
 Issue
Main focus of the lecture is the issue. All tasks,
activities or problems are related to that issue.
Make students aware at hand
 POWERPOINT
SLIDES
DO’s and DON’T’S in SLIDE presentations
 DESIGN
• Carefully Compose Your Slides
• Don’t copy & paste slides from different
sources.
• Use a basic template or make your own.
• Pick an easy to read Font Face
• Carefully select font sizes for headers and
text.
• Leave room for highlights, such as images
or take home messages.
 USE CONSISTENCY
• Consistently use font face and sizes on all
slides.
• Match colors.
Beginner Motorcycles
My personal favorite: the
Suzuki Savage
Light weight (~380lbs)
Adequate power (650cc
engine)
Low seat height fits most
riders
 Bad Color Choices
Avoid loud, garish colors…dark text on light
background is best.
Avoid text colors that fade into background, i.e.
blue and black
Avoid color-blind combinations:
Red and green
Blue and yellow
 COLORS
• Use Contrast
• Black text on a white background will
always be the best, but also the most boring
choice.
 APPLY BRILLIANCE
• Carefully use color to highlight your
message!
• Don’t weaken the color effect by using too
many colors in too many instances.
• Make a brilliant choice: match colors for
design and good contrast to highlight your
message.
 K.I.S.S.
Keep It Straight and Simple
 IMAGES
• Add Images
• Have more images in your slides than
text. But do not use images to decorate!
• Images can reinforce or complement your
message
 Overwhelming Pictures
Use pictures, but don’t let them use you.
Keep slides SIMPLE! Too much diverts audience
away from content.
Too many pictures also make saving a
presentation difficult.
1 or 2 pictures per slide is probably enough.
 Yes, a picture is worth a thousand words.
In other words, if you don’t have time for a
thousand words, use a picture!
 Racquetball Fundamentals
2, 3, or 4 players.
1 player serves, other “returns.”
Only serving player can score.
Served ball must land past serving line and cannot
hit back wall.
Ball can only bounce once before striking front
wall…but ball does not have to bounce.
 Using too much Slide Animation
Again, keep slides simple!
Apply one Slide Transition style and one
Animation Scheme to ALL slides.
Don’t change between styles- a single style
makes a presentation look unified.
“Busy” presentations divert audience attention
from content.
 ANIMATIONS AND MEDIA

Don’t Be Silly
• Sparingly use animations and media. You
should really only use them in one of two
cases:
• To draw attention, for example to your Take
Home Message.
• Or to clarify a model or emphasize and effect.
 TARGET AND CONTENT
Keep Your Audience In Mind

• What does my audience know?

• What do I need to tell them?
• What do they expect?
• What will be interesting to them?
• What can I teach them?
• What will keep them focused?
 If you fail to hit the target, it won’t matter how
ingenious your design is or how brilliantly you
picked colors and keywords. If you lose the
attention of your audience, everything is lost.
 PRACTICE
• Know your slides inside out.
• Speak freely.
• Speak with confidence – loud and clear.
• Don’t speak too fast.
• Keep eye contact with your audience.
Other Tips…
 FILE NOT FOUND ?
• Microsoft PowerPoint is unable to open the
requested file. This could be because your file
is corrupted and/or this is an unsupported file
type. Do you wish to retry or cancel?
• Disk is unformatted. Click “yes” to format your
disk now.
• Boot startup failure, press any key to reboot.
 Murphy’s Law
• Something WILL go wrong- test your
presentation before you show it.
• Always have a backup of your presentation on
hand.
• Be prepared to do the presentation without the
PowerPoint…professionals ALWAYS print
handouts for the audience.
 More Presentation tips
• Talk to your audience, not the slides- face them!
• Don’t just read what’s on the board…we can
read that. Use a visual presentation as a
starting point.
• Avoid apologizing for a presentation
shortcomings…press on.
• Leave time for Q & A.
 More Presentation tips, cont.
• Check grammar! A presentation is the worst
time to see missspelings.
• Don’t make too many slides…avoid the “slide
rush” (trying to rush through the last 20 slides
because you ran out of time).
• Cite your sources on each slide or at the end of
your presentation.
• Remember: KEEP IT SIMPLE! It’s just a tool!
Planning the Lecture

THE INSTRUCTIONAL DESIGN

TOPIC/LECTURE/TITLE:
PARTICIPANTS:
# of participants:
DATE/TIME/ROOM:

At the end of the 2 hour lecture, the particpants will be able to:

OBJECTIVES CONTENT TEACHING TIME MATERIALS EVALUATION

STRATEGY RESOURCES
 INSTRUCTIONAL DESIGN
OBJECTIVES
 What is the topic of the lesson?
 What do I want students to learn?
 What do I want them to understand and be able to do
at the end of class?
 What do I want them to take away from this particular
lesson?
 INSTRUCTIONAL
DESIGN:Objectives
S pecific
M easurable
A chievable
R ealistic
T ime bound
Bloom's Taxonomy of Educational Objectives
 The three groups of domains identified by educational
psychologist, Benjamin Bloom are commonly used to
group objectives and learning outcomes.

 Cognitive domain – encompasses intellectual or thinking

skills (Termed Knowledge Objectives)
 Psychomotor domain – encompasses physical skills or the
performance of actions. (Termed Skills Objectives)
 Affective domain – encompasses attitudes and values
(Termed Attitudes Objectives)
TOPIC/LECTURE/TITLE: Principles of Andragogy
PARTICIPANTS: 1st yr Medical Students
# of participants: 13
DATE/TIME/ROOM: 8/19/16 / 10-12nn / Lecture Room

At the end of the 2 hour lecture, the particpants will be able to:
OBJECTIVES CONTENT TEACHING TIME Materials/ EVALUATION
STRATEGY Resources
1. Define 1. What is Interactive 40mins LCD Recitation
Andragogy and Andragogy Lecture Laptop
its Principles Lecture Room
2. What are the
Principles of
Andragogy References:
2. Describe 1. Experiential Lecture 40mins Quiz
Online sources
the different Learning
Principle of
Principles of 2. CAL
Adult learning
adult Learning 3. Self
by Knowles,
Directed
1995
Learning
3. Apply a self What are my Group sharing 400mins Assignment
directed Learnings for (Learning
learning as this module? Reflection)
one of the
principle of
adult learning
 INSTRUCTIONAL DESIGN: SAMPLE CONTENT
TOPIC/LECTURE/TITLE: Hypertension
PARTICIPANTS: 1st year Med students
# of participants: 50
DATE/TIME/ROOM: August 29, 2016 / 10-12nn / Lecture Room

At the end of the 2 hour lecture, the particpants will be able to:

OBJECTIVES CONTENT TEACHING TIME EVALUATION

STRATEGY
1. Define what Introduction:
is hypertension Five key points
its cause and to be covered
(overhead)
main treatment • The nature and
extent of the
problem
• What is
hypertension
and its causes
• What does it do
to you
• Investigation
• Treatment
 Instructional Design: Teaching
Strategies
 What will I do to explain the topic?
 What will I do to illustrate the topic in a different
way?
 How can I engage students in the topic?
 What are some relevant real-life examples,
analogies, or situations that can help students
understand the topic?
 What will students need to do to help them
understand the topic better?
TOPIC/LECTURE/TITLE: Principles of Andragogy
PARTICIPANTS: 1st yr Medical Students
# of participants: 13
DATE/TIME/ROOM: 8/19/16 / 10-12nn / Lecture Room

At the end of the 2 hour lecture, the particpants will be able to:
OBJECTIVES CONTENT TEACHING TIME Materials/ EVALUATION
STRATEGY Resources
1. Define 1. What is Interactive 40mins LCD Recitation
Andragogy and Andragogy Lecture Laptop
its Principles Lecture Room
2. What are the
Principles of
Andragogy References:
2. Describe 1. Experiential Lecture 40mins Quiz
Online sources
the different Learning
Principle of
Principles of 2. CAL
Adult learning
adult Learning 3. Self
by Knowles,
Directed
1995
Learning
3. Apply a self What are my Group sharing 400mins Assignment
directed Learnings for (Learning
learning as this module? Reflection)
one of the
principle of
adult learning
 Instructional Design: Evaluation
 What questions will I ask students to check for
understanding?
 What will I have students do to demonstrate
that they are following?
 Going back to my list of learning objectives,
what activity can I have students do to check
whether each of those has been accomplished?
TOPIC/LECTURE/TITLE: Principles of Andragogy
PARTICIPANTS: 1st yr Medical Students
# of participants: 13
DATE/TIME/ROOM: 8/19/16 / 10-12nn / Lecture Room

At the end of the 2 hour lecture, the particpants will be able to:
OBJECTIVES CONTENT TEACHING TIME Materials/ EVALUATION
STRATEGY Resources
1. Define 1. What is Interactive 40mins LCD Recitation
Andragogy and Andragogy Lecture Laptop
its Principles Lecture Room
2. What are the
Principles of
Andragogy References:
2. Describe 1. Experiential Lecture 40mins Quiz
Online sources
the different Learning
Principle of
Principles of 2. CAL
Adult learning
adult Learning 3. Self
by Knowles,
Directed
1995
Learning
3. Apply a self What are my Group sharing 400mins Assignment
directed Learnings for (Learning
learning as this module? Reflection)
one of the
principle of
adult learning
 Delivering a Lecture
 Do not include too much material in the lecture
 Organize lectures so that audience can follow
your progress, through the concepts problems
and issues being addressed in the lecture
 Do not work too quickly. Don't assume that
audience can follow and keep up with the
lecturer. know it .
 Use time to explain
 Delivering a Lecture
 Appear confident
 Constantly assess how your audience are
responding
….
References:

Conducting teaching and learning sessions

(www.kent.ac.uk/teaching)
Fink, D. L. (2005). Integrated course design. Manhattan, KS:
The IDEA Center.Retrieved from http://ideaedu.org/wp-
content/uploads/2014/11/Idea_Paper_42.pdf
References

http://www.nook.cs.ucdavis.edu/~koehl/Teaching/..
./WorstPresentationEverStandAlone.ppt

http://www.makeuseof.com/tag/10-tips-for-
preparing-a-professional-presentation/
 Group Presentation
 The Class will be divided into groups. (10
groups)
 Each Group will create their Instructional
Design on your topic of choice.
 Instructional Designs per GROUP will be
submitted on the day of presentation
 GROUP ASSIGNMENT for the
presentation
 In your assigned group , prepare to present
your lectures in class next Tuesday (Oct 2,
2017)
 Divide the lecture parts to the members of the
group.
 Bring the materials that you will be needing for
your lecture
 Each group will be given 10-15 minutes to
present their lecture.
 Feedback or questions will be entertained after
each presentation.
 INDIVIDUAL ASSIGNMENT
 Choose any topic (medically related) and create
your instructional design.

Email : flo.canuto.md@gmail.com
Subject Title: CEU Instructional Design (Surname, Name)
Deadline: September 30, 2017 12 midnight :D