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Planning and Organizing Lectures

how to plan and organize lecture

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Dharline Abbygale Garvida Agullana
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90 views3 pages

Planning and Organizing Lectures

how to plan and organize lecture

Uploaded by

Dharline Abbygale Garvida Agullana
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Planning and Organizing Lectures

Objectives: Determine the importance of planning and organizing lectures Identify the important things to keep in mind when planning for a lecture Define and differentiate the different forms of lecture framework Define advanced organizers Recognize the characteristics of disorganized lectures

Planning the lecture well ahead of time of delivery is time well spent. You need to take time to plan the objectives of the lecture, to gauge how much time it will take to cover the content, and to consider the difficulty of the material and the ability of the audience. 3 important things to keep in mind when planning for the lecture: Articulate the goals for every lecture to yourself, and plan to share those goals with your students at the beginning of your presentation Determine which key points can be effectively developed during the class session Develop an introduction, body, and conclusion to your lecture to meet those goals and to help your students follow your thoughts Specific tips on lecture organization: Stick to 3-4 main points in a 50-minute period Vary your format of presenting every 15 minutes Two More Points on Planning Lectures: Accommodate different learning styles Convey your own enthusiasm for the topic and focus Once you clear on the objectives and the level of depth to which you will go with the content, its time to start a written outline. Several Forms of Lecture Framework 1. The hierarchal or classical lecture the most commonly used form, especially in nursing information is grouped, divided and subdivided in typical outline form the simplest lecture framework and is very easy for learners to follow, especially if the outline is visually presented on slides or transparencies It is most appropriate for teaching of facts and for introducing difficult material (Bligh, 2000) *example Research Design: I. II. Why we need different research design Research Designs A. Experimental (clinical trials) 1. Quasi-experimental

2. Preexperimental B. Correlational 1. Ex post facto (comparative) 2. Retrospective and prospective 3. Cross-sectional and longitudinal C. Descriptive D. Qualitative 1. Ethnographic 2. Phenomenological 3. Grounded Theory 4. Validity and reliability of Designs 2. Problem-centered Format in this structure, a problem is posed, and various hypotheses and solutions are developed *example Solutions Infection Antibiotics, fluids Problem: Fever Hypotheses: Inflammation Heat application Dehydration Fluids and electrolytes when problems are complex, the hypotheses and solutions may be overlapping making the outline appear more complicated this kind of lecture requires a lot of clarification and examples 3. Comparative Framework used when the objective is to differentiate between two entities the chart-type format may be actually presented to the learners to help them visualize the comparisons Table 1: A Comparative Lecture Framework Variable Nurse Practitioner Education Professional Status Autonomy Clinical Skills Prescription Privileges Salary Physicians Assistant

4. Thesis Format involves the lecture taking a position on an issue or a particular viewpoint on a subject and then supporting or justifying the viewpoint or position with evidence and logic (Bligh, 2000) example of a thesis approach might be a lecture on the topic of passive euthanasia, with the thesis being that, ethically, passive euthanasia is the beginning of a slippery slope. In addition to the explanation at the beginning of the class, the lecturer should continue to stress the points in the structure as the lecture unfolds. This can be done by use of advance organizers. Advance Organizer a statement that forms a bridge between concepts already discussed and those to come helps the learner link what they already know to what they are about to learn information that is presented prior to learning and that can be used by the learner to organize and interpret new incoming information (Mayer, 2003)

At the end of the lecture, the structure and main points should be summarized. If the kinds of organizing structures and techniques that has been mentioned are not followed, a disorganized lecture can occur, and many unhappy and frustrated learners will result. Table 2: Characteristics of Disorganized Lectures 1. Structure or outline is not obvious to the listener. No apparent rationale for sequence of topics 2. No mention of the objective or desired learning outcomes of the lecture 3. Lecturer mentions the same topic at different times for no apparent purpose other than failing to complete a thought at one time 4. No advance organizers before new concepts are introduced 5. Lack of smooth transition between sections of the lecture 6. No summary or synthesis at the end

References
The University of Minnesota (January, 2010). Planning Lectures. Driven to <http://www1.umn.edu/ohr/teachlearn/tutorials/lectures/planning/index.html> accessed last May 9, 2011 Discover.

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