Developing a Lecture Script through Dialogue
Georgios Skantzaris
Department of Mathematics & Computer Science
Eindhoven University of Technology
The Netherlands
Challenge and goal
A common challenge is that lecture, presentation, and self-study materials are often incomprehensible because they are developed based on the pre-suppositions of the teacher. The objective is to create content—whether lectures, presentations, or notes—that minimizes gaps in prerequisite knowledge.
Topic of the user case
The dialectic method. Developing material as the result of a formal dialog.
Local context (specific)
Lectures, presentations, or notes are often difficult to follow because they are based on the teacher’s pre-suppositions about the audience’s prior knowledge.
Local CPD goals
Equip teachers with the ability to develop learning material, especially in the context of a lecture or a presentation, that is pedagogically coherent; thus it enables the audience to engage, actively participate, and learn. Support teachers to re-evaluate their assumptions about learners’ background knowledge to better align content with students’ needs.
Needs defined in STEM-CPD Roadmap
Competences
Attitudes
Activities
CPD activities at the local university
- Choose a topic that you are interested to teach while you have expertise.
- Pair with a collegue or that has an interest in the topic, and probably some prior experience but not necessarily expertise.
- Discuss: Engage on the topic using dialogue, Socratic maieutics e.g.:
- State → Question → Answer → Re-state...
- Record the questions.
- Develop the script, or subject notes based on the sequence of the dialogue in order to develop or revise any study means (e.g. lectures, presentations, or notes).
Teaching and learning materials
- Lecture Notes, Presentation Slides, Course notes, or any study means
- Dialogue
Sustainable implementation
- Register the activity on the official university professional development program webpage, offering it on a voluntary basis to colleagues.
- Advertise via the newletter, and social channels of the university departments and their subdivisions.
Expected impact of the CPD User Case
- Teachers are inspired and stimulated by the interaction fostered through dialogue.
- Teachers become more aware of their audience’s background knowledge.
- Teachers develop learning materials that are coherent and well-structured.
Plans for eventual continuation of the CPD within the same topic
- Implementation within the framework of professional development activities offered to staff.
Developing confidence in sound course design, interactive teaching, and learning facilitation (type P1-1, P1-2, P1-3)
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and designing interactive teaching and how to engage and motivate students and how to facilitate discipline specific thinking and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in reflecting on own teaching practice.
The approximate duration of a User case that follows this scenario is several weeks.
In this CPD scenario the participants meet in person on location with the training staff and with other participants.
Competences
Attitudes
Activities
Learning environment
Time
Several weeks
Creative Commons 3.0 BY SA applies to all content on Starfish.
Starfish-education support for the publishing on Starfish-education.eu does not constitute an endorsement of the contents, which reflect the views only of the authors and Starfish-education cannot be held responsible for any use which may be made of the information contained therein. Starfish-education cannot be held responsible for the content published by authors that is not conform with Creative Commons 3.0 BY SA.