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by: Samanta Aufderhar


Samanta Aufderhar
GPA 3.93

Melissa Austin

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About this Document

Melissa Austin
Class Notes
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Popular in Public Health Genetics

This 1 page Class Notes was uploaded by Samanta Aufderhar on Wednesday September 9, 2015. The Class Notes belongs to PHG 580 at University of Washington taught by Melissa Austin in Fall. Since its upload, it has received 29 views. For similar materials see /class/192362/phg-580-university-of-washington in Public Health Genetics at University of Washington.

Popular in Public Health Genetics




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Date Created: 09/09/15
TWENTY WAYS TO MAIGE LECTURES MORE PARTICIPATORY1 Engage learners in the beginning Begin with a question to gauge what learners are thinking Begin by posing a problem and eliciting several solutions Ask learners to jot down several answersideas in response to a prompt eg List 5 places in the interview where you have been stuck Invite participation Use a conversational tone and relaxed body language Step out from behind the podium and move closer to learners Let the learners know that you expect participation e g this won t be a lecture Direct eye contact can elicit response Invite challenges to your ideas and questions Ask other learners to respond if a learner asks a question e g Good question what do others think about that Punctuate the lecture with questions Ask questions throughout the lecture so it becomes more of a conversation Generally questions are more evocative if you aren t looking for one right answer Pause after making a major point Ask students to engage with a question around that point either in the form of a show of hands or turning to their neighbor and debating a point or implications that follow from the major point If readings were assigned refer to them so their purpose is clear Ask students what they see in visuals before you tell them Or ask eg As this person s oncologist what are the kinds of issues you thinking about at this point Varying the format Ask students to do small presentations Stage debates Use cases and case discussion Stop the lecture and ask students to write for 12 minutes in response to a particular question Then elicit discussion Use small groups to work on particular issues or have students discuss in pairs Closing the lecture Allow time for questions at the end including points to clarify Use lectures to set up problems or propose study questions for discussion that students will work on later End the lecture with a provocative question Give students a one question quiz based on the material just covered Ask them to answer collectively allowing them 510 minutes to discuss Do a oneminute paper at the end either on the main point of the class or the muddiest point the main question they have as they leave 1 Adapted from Participatory Lectures Derek Bok Center for Teaching and Learning Harvard 1992 Available http bokcenterharvard edudocsTFTlectureshtml


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