Effective Lecturing

Table Of Contents

• Cover
• Advance Praise
• Title
• Copyright
• About the author
• About the book
• This eBook can be cited
• Foreword
• Notes on reading
• Contents
• List of figures
• List of tables
• Part I Effective communication and presentation of subject content
• 1 Conceptual framework for the communication of knowledge and culture
• 1.1 Language as a unique social and cognitive skill
• 1.2 Teaching methods for imparting knowledge
• 1.3 Arguments for and against imparting knowledge in the form of lectures and presentations
• 1.4 Integration of various components for effective lecturing and knowledge transfer
• 2 Planning and contextual factors for the preparation of a lecture
• 2.1 Learning objectives
• 2.1.1 Specific learning objectives
• 2.1.2 Steps for determining learning objectives
• 2.2 Target audience
• 2.3 External conditions
• 3 Behavioral dimensions in imparting knowledge
• 3.1 The effectiveness and appropriateness of communicative skills
• 4 Behavioral dimension: Clarity
• 4.1 Sub-dimension: Forms of organization
• 4.1.1 External structure of a lecture through formal outline features
• 4.1.2 Internal structure of a lecture through consistency
• 4.2 Sub-dimension: Basic structures
• 4.2.1 Hierarchical structure
• 4.2.2 Linear sequential structure
• 4.2.3 Network structure
• 4.3 The clarity of execution
• 4.3.1 Skills that promote the development of a clear structure at the beginning of a lecture
• 4.3.2 Skills that promote thinking and understanding of the content during a lecture
• 4.3.3 Skills that promote clarity in the execution
• 4.3.4 Skills for all phases of the lecture
• 5 Behavioral dimension: Motivation and interest
• 5.1 Sub-dimensions: Individual interest and situational interest
• 5.2 Skills for the individual interest sub-dimension
• 5.2.1 Refer to talents and individual interests
• 5.2.2 Referring to fears
• 5.2.3 Refer to the motivation to participate
• 5.2.4 Demonstrate the relevance of the lecture content
• 5.2.5 Promoting inner motivation
• 5.2.6 Interacting with individuals
• 5.2.7 Creating “aha” experiences
• 5.3 Skills for situational interest sub-dimension
• 5.3.1 Creating meaningful events through good preparation
• 5.3.2 Creating meaningful events through technical systems
• 5.3.3 Creating meaningful events through verbal vividness
• 5.3.4 Creating meaningful events through enthusiasm and non-verbal liveliness
• 6 Behavioral dimension: Social learning climate and social atmosphere
• 6.1 Sub-dimension: Control
• 6.1.1 Dominance
• 6.1.2 Social-integrative lecturing
• 6.1.3 Submission
• 6.2 Sub-dimension: Rules
• 6.2.1 Basic communication rules
• 6.2.2 Flexible and explicit rules
• 6.3 Sub-dimension: Affiliation
• 6.3.1 Respect through attentive behavior
• 6.3.2 Humor
• 6.3.3 Openness
• 6.3.4 Friendliness
• 6.3.5 Encouragement
• 7 Non-verbal behavior
• 7.1 Function of non-verbal behavior in lectures
• 7.1.1 Facial expression
• 7.1.2 The gaze/the eye contact
• 7.1.3 The posture
• 7.1.4 Spatial behavior (proxemics)
• 7.1.5 Gestures
• 8 Visualizations
• 8.1 Function of visualizations and illustrations
• 8.1.1 Help with retention
• 8.1.2 Visualize
• 8.1.3 Organizing and structuring
• 8.1.4 Arouse and influence motivation, emotions, attitudes, and interest
• 8.1.5 Influencing decisions and behavior
• 8.1.6 Indirect influence
• 8.1.7 Representation of concrete reality
• 8.1.8 Truth function
• 8.2 Types of diagrams
• 8.2.1 Process (linear or circular)
• 8.2.2 Structure (hierarchy)
• 8.2.3 Ring
• 8.2.4 Cluster
• 8.2.5 Rays
• 8.3 Diagrams as concepts
• 8.3.1 Process
• 8.3.2 Disclosure
• 8.3.3 Directions
• 8.3.4 Location
• 8.3.5 Influence
• 8.4 Dealing with data
• 8.4.1 Credibility
• 8.4.2 Meaning
• 8.4.3 Getting to the point
• 8.4.4 Selection
• 8.5 Slide design
• 8.5.1 Aim of the lecture
• 8.5.2 Audience
• 8.5.3 Conciseness
• 8.5.4 Uniformity of the layout
• 8.5.5 Arrangement of the elements
• 8.5.6 Headings
• 8.5.7 Bullet points
• 8.5.8 Background
• 8.5.9 Standard templates
• 8.5.10 Pictures
• 8.5.11 Fonts with serifs
• 8.5.12 Font families and sizes
• 8.5.13 Accessibility
• 8.5.14 Branding
• 8.5.15 Copyright
• 9 Teaching subject content through cooperative learning
• 9.1 Cooperative learning and group performance
• 9.1.1 Process losses
• 9.1.2 Loss of coordination
• 9.1.3 Loss of motivation
• 9.2 Areas for measures to reduce process losses
• 9.2.1 Management and monitoring
• 9.2.2 Work structure
• 9.2.3 Promoting cooperation by creating productive interdependencies (mutual dependency)
• 9.3 Buzzgroups
• 9.4 Problem-oriented, discovery-based learning
• 9.5 Jigsaw (“group puzzle”)
• 9.6 Group tournament: Teams games tournament
• 9.6.1 Group work and online quizzes
• 9.7 Case method
• 9.8 Discussion
• 9.8.1 Definition
• 9.8.2 Target areas of discussion as a teaching method
• 9.8.3 General tasks of the discussion leader
• 9.8.4 Specific tasks and functions of the discussion leader
• 9.9 Model of direct instruction
• Part II Training program: Interactive and adaptive teaching of subject content
• 10 Conceptual framework for interactive and adaptive teaching of subject content
• 10.1 Interactive lecturing
• 10.2 Adaptive teaching
• 10.2.1 Macro level
• 10.2.2 Micro level
• 11 The training concept
• 11.1 The microteaching concept
• 11.2 Components of a microteaching training program
• 11.1.1 The ability to use and analyze theoretical background knowledge
• 11.1.2 The ability to use conceptual structures of interaction processes for analysis and orientation
• 11.1.3 The ability to form hypotheses and make decisions
• 11.1.4 The ability to perform actions properly
• 11.1.5 Feedback in relation to specific effective skills
• 12 Effectiveness and appropriateness in the acquisition of behaviors and skills
• 13 The selection of behavioral dimensions
• 14 The contents of the training program
• 14.1 Dimension variation
• 14.1.1 Context factors for planning
• 14.1.2 Selection and combination of methods
• 14.2 Dimension flexibility
• 14.2.1 Monitoring
• 14.2.2 Transitions
• 14.2.3 Relationship with individuals and the group
• 14.3 Dimension evaluation
• 14.3.1 Assessment
• 14.3.2 Tests, examinations, and certificates of achievement
• 14.3.3 Feedback, praise, and recognition
• 15 Results of the training program
• 15.1 Results of the seminar evaluation questionnaire
• 15.2 Results of the self- and alter competence questionnaire
• 15.3 Summary
• Bibliography
• Index