교육개발센터 소식지 2013. 02-2
- 대학교육개발센터
- 조회수3308
- 2013-08-22
학생들이 참여하는 강의 만들기
20가지 tip
TWENTY WAYS TO MAKE LECTURES MORE PARTICIPATORY
- Derek Bok Center for Teaching and Learning, 하버드대학교 CTL -
1975년에 설립된 하버드대학교 CTL은, 센터에 적극적인 지원을 했던 총장 Derek Bok 박사의 이름을 따서 1991년부터 “Derek Bok Center for Teaching and Learning” 이라고 불립니다.
웹사이트: http://bokcenter.harvard.edu
우리 대학과 마찬가지로 하버드대학교에서도 강의(lecture)는 여러가지 교수법 가운데 교수님들께서 가장 일반적으로 적용하고, 학습을 돕는 중요한 교수법입니다. 강의는 많은 양의 수업내용을 전달할 수 있는 방법일 뿐만 아니라, 강의 중에 학생들이 일정부분 참여하는 경우, 학습을 촉진하고 수업내용에 깊이를 더할 수 있습니다.
아래는 하버드대학교 CTL 홈페이지에 제시된 ‘학생들이 참여하는 강의 만들기 20가지 tip (TWENTY WAYS TO MAKE LECTURES MORE PARTICIPATORY)’ 입니다. 2학기 수업에서 학생들을 보다 적극적으로 강의에 참여시킬 방법을 찾고 계신다면 참고가 될만한 자료라고 봅니다.
강의의 시작(Beginning the lecture(or course))
1. 학생의 생각을 물어보는 질문으로 강의를 시작합니다.
Begin the course or the lecture with a question or questions which help you to understand what students are thinking. "What are some of the differences between clinical medicine and public health?" "How do we interpret medical research findings? For example, the response rate for one regimen is 23% and another treatment showed a 40% response rate. How can we interpret these numbers? What other information would we want to know?" "What would be a feminist perspective on contraceptive research?" "What are some examples of marginalized populations?" "What image do you have of people who have HIV or AIDS?"
2. 강의를 시작하면서 학생들에게 문제를 제시하고 기다린 후 학생들의 답변이나 응답을 이끌어냅니다.
Begin the course or the lecture by posing a problem and eliciting several answers or solutions from the students. The lecture can then go on to explore and build on the suggestions that emerge from the discussion. For example: "When you think about the definition of epidemiology, what possible applications of this methodology come to mind?" "What are some underlying biological factors for poor health status?" "What are some reasons people may not have health insurance?"
3. 학생들에게 각자 자신의 답안을 적게 한 후 소그룹으로 답을 모으도록 하면, 학생들이 가진 가정(assumption)을 알아낼 수 있고, 공부하게 될 주제를 흥미있게 소개할 수 있습니다.
An interesting way to introduce topics you will cover in a course and to find out students\' assumptions is to ask students to jot down answers to some questions on their own and then combine answers in a small group. Examples from a pre-course survey: "--List up to 10 major environmental disasters. --Name up to 10 health disorders in which environmental agents are causative; list the 10 etiologic agents. --Identify up to 10 national (U.S. or other) environmental laws and the problems they address. --Identify the kinds of data needed to characterize an environmental health hazard. --List the steps in quantitative risk assessment. Which steps require both epidemiology and biostatistics."
참여를 이끌어내기(Inviting participation)
4. 편안한 톤의 목소리로 말씀하시고, 학생의 질문이나 코멘트를 다른 학생들 앞에서 비판하지 않음으로써 학생들의 참여를 독려합니다.
Create an atmosphere that encourages student participation by using a conversational tone and not criticizing student questions or comments in front of the class. Students take a risk when they talk; you need to deal tactfully with their contributions. Your body language -- whether you hold yourself in a stiff or relaxed manner -- also influences student participation. Consider moving closer to the students rather than speaking from behind the podium. Explain your reasons for varying the traditional lecture style. Students more willingly participate in class if they understand the rationale behind an approach that may be unfamiliar.
5. 보다 쉽게 학생들이 대답을 하도록 하기 위해서 학생들을 바라보며 학생 이름을 함께 불러 격려해 줍니다.
If you want students to talk, look at them. Some teachers call on students. (Some teachers never call on students -- this is a matter of strong personal preference.) Asking students to speak in class is easier to do if they use name cards or if you have learned their names. This will encourage them to use each others\' names as well; people are more likely to talk when they know each other. Some students will be too shy to speak in a large group, at least at first. If speaking in class is the norm and everyone is expected to do it, you can call on everyone in good faith (perhaps calling on better prepared --and bolder--students first, and asking easier questions later of the quieter students).
6. 교수님의 의견이나 아이디어에 도전하는 질문을 하도록 요청합니다.
Invite challenges to your ideas. This can lead to lively debates and shows that students are thinking and engaging with the material. Also, invite questions. You may have to help students new to a field know how to challenge or question. One way to do this is to present different points of view on any given topic, and then state why you believe a certain view best accounts for the evidence. (Decide whether you are comfortable with interruptions or whether you want to have a question time at the end.)
7. 학생이 질문을 하면 교수님께서 답변을 하시기 전에, 다른 학생들이 답해 보도록 합니다.
When a student asks a question, instead of answering yourself, ask for an answer from other members of the class. In a large group, always repeat a question or paraphrase a response before going on, so that all students can hear and understand (this is especially important when students in the class do not speak English as a native language).
강의 중간 중간에 질문하기(Punctuating the lecture with questions)
8. 강의 중간중간에 질문을 하면, 강의는 학생들과의 대화의 장이 될 것입니다.
Ask questions throughout the lecture, so that the lecture becomes more of a conversation. Asking students to raise their hands (for example, "What is the direction of the data: increasing? decreasing?") is easier than asking them to speak. Questions with surprising answers can engage students\' interest (for example, "What is the probability that two people in this room have the same birthday?") Generally, questions are more evocative if you are not looking for one right answer. The most fruitful questions are thought-provoking and, often, counterintuitive. For example, when comparing health indicators of different countries, ask students to guess where the U.S. or their country of origin ranks. Discuss the link between socioeconomic status and health; ask students to predict changes over time. For example, "Do you think it has gotten better or worse in your country over the last twenty years?"
9. 강의 중간중간 중요한 포인트에서 잠시 멈추고, 앞서 다룬 강의내용에 관한 다지선다형 퀴즈를 학생들에게 냅니다.
Pause in the lecture after making a major point. Show students a multiple-choice question based on the material you have been talking about. (Example: "If the incidence rate of tuberculosis (TB) increased due to an increase in immunocompromised AIDS patients, but the duration of tuberculosis infections remained the same, the prevalence of TB would a) increase, b) decrease, or c) not change.") Ask students to vote on the right answer, and then turn to their neighbors to persuade them of the answer within the space of two minutes (talking to a few people is easier than speaking up in a large group). When time is up, ask them to vote a second time. Usually far more students arrive at the correct answer when voting the second time.
10. 수업 전에 학생들에게 내준 읽기자료가 있다면, 이를 언급함으로써 과제를 부여한 목적을 분명히 합니다.
If readings have been assigned for a class, refer to them so their purpose is clear. You may ask questions about the readings from time to time; individuals or groups might be asked ahead of time to prepare short presentations of their interpretations of the readings.
11. 핸드아웃이나 지도 등의 자료를 이용할 때, 교수님께서 자료에 대해 말씀하시기에 앞서 학생들에게 어떤 내용을 보았는지를 질문합니다.
When using slides, maps, or handouts, ask students what they see before you tell them what you see. Use these devices to help students think about a problem as you introduce it. For example, show a map of where cases occurred during an epidemic. Ask the students, "As an investigator of the outbreak, what questions might you want to ask?" Show a table of data about a country (birth rate, death rate, population, per cent of population with heart disease, number of nurses per capita, money spent on health per capita, G.N.P., etc.) Ask, "What do these data tell us? Where would you begin to explore? What kinds of questions could we answer and how?"
강의형식을 다양하게 꾸미기(Varying the format)
12. 학생들에게 수업내용 섹션별 프레젠테이션, 역할극, 토론 등을 하도록 함으로써 전통적인 강의의 형식을 다양하게 만듭니다.
To vary the traditional lecture format, ask students, by section, to make presentations, do role plays, illustrate a position dramatically, debate a point. Or, ask TAs to give short presentations on areas of their expertise. Then invite the whole class to discuss the points illustrated.
13. 학생 수가 많은 클래스에서 토론을 할 때, 학생들을 짝수개의 그룹으로 나누고 홀짝 그룹별로 상반되는 의견을 제시하도록 합니다.
For debates in a large group, divide the room into two or four groups, assigning one role or position to each group. Have the groups caucus separately to develop their positions before the debate begins. For example, in discussing the positive and negative aspects of a policy approach or community health intervention, divide the room in half for split brainstorming sessions; one group focusing on the positive and the other focusing on the negative. If there is time, have the groups switch positions. Or use the format of public hearings, with one group representing those who have called the hearings, and other groups representing the different protagonists.
14. 교수님께서 전달하고자 하는 내용의 예시가 되는 사례(case)를 제시하고 학생들의 토론에 활용합니다.
Use cases to exemplify the issues you want to convey, and conduct the class as a case discussion rather than as a lecture. Cases are particularly useful for practical, how-to teaching situations; for problem-solving or showing how experts solve problems; for situations in which there are a number of right answers; for integrating and applying complex information. In public health, cases can demonstrate policy and management problems, stimulate discussion of various ethical issues in health care, or provide realistic examples of the application of theory and particular methodologies of health care practice.
15. 강의를 멈추고 교수님이 하신 질문에 대한 답을 1~2분간 종이에 적은 후, 학생들이 질문에 대해 토의하도록 합니다.
Stop the lecture and ask students to write for one or two minutes in response to a particular question. Then ask them to discuss the question. The writing will give everyone a chance to think about and articulate a response, and may enable broader participation.
16. 학생이 교실 앞으로 나와 칠판(혹은 화이트보드)에 소그룹의 토론결과를 적도록 합니다.
Let students go to the board to write the results of work in a small group. For example, in the first part of class ask for the strengths and weaknesses of an intervention study. Then divide the room into groups, each with the task of designing a better study with the same exposure and outcome. Groups can go to the board (preferable to asking one student at a time to be at the front of the room) and a spokesperson can present the group\'s ideas.
강의 마무리하기(Closing the lecture)
17. 강의의 마지막 일정시간을 질의응답시간으로 갖습니다.
Allow time for questions at the end of lecture. Ask if there are any questions or if students would like to have a point clarified. If your schedule permits, come early to lecture or stay late to answer questions and engage in discussion with students. If you are available five or ten minutes before and after class, some students will talk with you more readily, and you will get to know them and their thoughts. If beginning early and ending late creates a conflict for other colleagues assigned to lecture in the same room, talk with students in the halls before and after class.
18. 학생들이 수업 후에 연구문제(study questions)를 만드는데 도움이 되도록 강의를 이용합니다.
Use lectures to set up problems or propose study questions for discussion that students are expected to prepare for lab or section. End the lecture with a provocative question. Ask the TAs to begin lab with a discussion of that problem or issue.
19. 강의 마지막이나 적절한 시점에 학생들에게 한 차시 수업내용을 아우르는 하나의 질문인, ‘퀴즈’를 냅니다.
At the end of your lecture, or at any other appropriate stopping point, give students a one-question "quiz," based on the material just covered in the class. Ask them to answer the question collectively. Leave the room so that they can discuss the question for ten or fifteen minutes. Then return and have them report their answer; discuss with them the reasons for their choice.
20. 강의 마지막에 수업내용의 요지나 중요 질문을 적도록 하는 1분 페이퍼 시간을 갖습니다.
Do a one-minute paper at the end of class. In this exercise, students write down what they consider (a) the main point of the class and (b) the main question they still have as they leave. You can use some of these questions to begin the next lecture, or students can be asked to bring them to section or lab. One advantage of this technique is that students may listen more carefully and review their notes thoughtfully.
Adapted from Participatory Lectures, Derek Bok Center for Teaching and Learning, 1992.
Revised for distribution at the Harvard School of Public Health, 1994.
Copyright ⓒ 2002-2010 by the President and Fellows of Harvard College. Permission is granted to non-profit educational institutions to print and distribute this document for internal use provided that the Bok Center\'s authorship and copyright are acknowledged.
Derek Bok Center for Teaching and Learning, Harvard University
원문출처 : http://isites.harvard.edu/fs/html/icb.topic58474/TFTlectures.html