•For many beginning teachers thinking about teaching For many beginning teachers thinking about teaching meansmeans

thinking about how to execute a captivating lecturethinking about how to execute a captivating lecture..

• An effective lecture often has a certain dramatic quality, An effective lecture often has a certain dramatic quality, and many of the elements of public performance can be and many of the elements of public performance can be exploited during a exploited during a In fact, many people find it useful to draw a comparison In fact, many people find it useful to draw a comparison between lecturing and acting, but you do not have to be between lecturing and acting, but you do not have to be dramatic to lecture effectivelydramatic to lecture effectively. . Certainly, if you have Certainly, if you have dramatic talent and skills, you will probably find that these dramatic talent and skills, you will probably find that these abilities will serve you well in the classroomabilities will serve you well in the classroom . .

•A good lecture should play off the strengths of the lecturer A good lecture should play off the strengths of the lecturer and a lack of dramatic talent or experience should not and a lack of dramatic talent or experience should not dissuade you from lecturingdissuade you from lecturing..

Why lectureWhy lecture•In the appropriate context, and assuming a certain quality In the appropriate context, and assuming a certain quality

standard, the lecture is an effective means of teachingstandard, the lecture is an effective means of teaching..

• The main benefits of lectures are thatThe main benefits of lectures are that::

•they are an effective way of providing information that is not they are an effective way of providing information that is not available from other sourcesavailable from other sources

•they can be costthey can be cost--effective for transmitting factual information effective for transmitting factual information to a large audienceto a large audience

•they provide background information and ideas, basic they provide background information and ideas, basic concepts and methods that can be developed later by private concepts and methods that can be developed later by private study, or in small tutorstudy, or in small tutor--supervised group activitiessupervised group activities

•they can be used to highlight similarities and differences they can be used to highlight similarities and differences between key conceptsbetween key concepts

•  they can be a useful way of demonstrating processesthey can be a useful way of demonstrating processes . .•((Bligh, 2000Bligh, 2000))

•The main disadvantages of lectures are The main disadvantages of lectures are thatthat::

•lecturing tends to place the audience in a passive rolelecturing tends to place the audience in a passive role. . People may be busy taking notes but usually have little People may be busy taking notes but usually have little time to reflect, question or analyse and synthesise ideastime to reflect, question or analyse and synthesise ideas..

•

•lectures are not an effective method for changing attitudes lectures are not an effective method for changing attitudes or encouraging higheror encouraging higher--order thinkingorder thinking..

•

•lecturing doesn’t encourage the audience to move beyond lecturing doesn’t encourage the audience to move beyond memorising the information presented and longmemorising the information presented and long--term term retention may be poorretention may be poor..

•

•lectures are not suitable for a wide diversity of abilitylectures are not suitable for a wide diversity of ability . .

•Which is the best way to begin a lectureWhich is the best way to begin a lecture? ?

•At the beginning of the lecture, gain the students' attention and At the beginning of the lecture, gain the students' attention and remind them of the context of the courseremind them of the context of the course..

•The introduction to a lecture should provide your students with The introduction to a lecture should provide your students with the conceptual framework of the information that will be the conceptual framework of the information that will be sharedshared..

•Emphasize the structure of your lecture by providing an outline Emphasize the structure of your lecture by providing an outline of the lecture on the board and make sure the connection of the lecture on the board and make sure the connection between past and future classes is clearbetween past and future classes is clear..

•Two possible opening gambits are, first, to raise a question that Two possible opening gambits are, first, to raise a question that will be answered by the end of the lecture and, second, to state will be answered by the end of the lecture and, second, to state an historical or current problem that is related to the content of an historical or current problem that is related to the content of the lecturethe lecture..

•At the close of the lecture, round off the class period by At the close of the lecture, round off the class period by summarizing the main points, by restating the premise, or by summarizing the main points, by restating the premise, or by returning to the opening questionreturning to the opening question..

11::AttitudeAttitude

Sometimes being a lecturer is simply a “requirement” Sometimes being a lecturer is simply a “requirement” for professors who want to do research at the for professors who want to do research at the universityuniversity..

you have to give a damnyou have to give a damn about giving a good lecture. You about giving a good lecture. You

have to care that studentshave to care that students are getting something out of are getting something out of the lecture. You have to want students to enjoy your the lecture. You have to want students to enjoy your lecturelecture..

•If you don’t care, and you don’t have positive If you don’t care, and you don’t have positive attitude and approach to lecturing, it is going to be attitude and approach to lecturing, it is going to be obvious and will come through the way you deliver itobvious and will come through the way you deliver it . .

•You’re not going to enjoy the experience and the You’re not going to enjoy the experience and the students won’t eitheralreadystudents won’t eitheralready . .

•22 . .Everything About SpeechEverything About Speech

ClarityClarity:basically,this is about :basically,this is about speakingspeaking clearly and the audience clearly and the audience understanding what you’re sayingunderstanding what you’re saying..

If you have a strong accent, it can be challenging to make yourself If you have a strong accent, it can be challenging to make yourself clear, and it might be something to work on. But just realize that if clear, and it might be something to work on. But just realize that if people don’t understand what you’re sayingpeople don’t understand what you’re saying , ,

then the reality is that no one will get anything out of the lecturethen the reality is that no one will get anything out of the lecture..

VolumeVolume::

Usually there should be a microphone, but if the class is small or the Usually there should be a microphone, but if the class is small or the microphone is not working, you need to be able to speak up microphone is not working, you need to be able to speak up sometimes. Just keep that in mindsometimes. Just keep that in mind.!.!

•SpeedSpeed::

•A medium pace. Don’t go too fast, and don’t dragA medium pace. Don’t go too fast, and don’t drag..

•we need time to process what you’re saying, and take notes if need we need time to process what you’re saying, and take notes if need bebe..

•please don’t drag and go too slow – you’re going to lose the please don’t drag and go too slow – you’re going to lose the attention of your oudienceattention of your oudience..

•A medium pace isA medium pace is

•33 . .Slides that Make SenseSlides that Make Sense

•that students should be constantly writing and that students should be constantly writing and breaking their hands during a lecturebreaking their hands during a lecture . .

•students should be constantly writing and breaking students should be constantly writing and breaking their hands during a lecturetheir hands during a lecture..

• I believe that the lecture slides / notes should have I believe that the lecture slides / notes should have enough concise information where it would basically enough concise information where it would basically make sense if read on its own, but there is good room make sense if read on its own, but there is good room for students to add their own notes during the lecturefor students to add their own notes during the lecture . .

•One day, if you haven’t already, you will come across One day, if you haven’t already, you will come across a class where the slides are all diagrams with no a class where the slides are all diagrams with no explanation and your hand is hurting by the end of the explanation and your hand is hurting by the end of the lecture getting down only half the information you lecture getting down only half the information you need on paperneed on paper..

•44 . .Add a Bit of Entertainment ValueAdd a Bit of Entertainment Value•One great way to do this is to add humour. Some lecturers One great way to do this is to add humour. Some lecturers

do this by just being naturally funny and adding their own do this by just being naturally funny and adding their own humour randomly to the talk. Others prepare by throwing in humour randomly to the talk. Others prepare by throwing in some random funny/entertaining slidessome random funny/entertaining slides..

•the lectures that are the most entertaining/enjoyable, are also the ones we have learned the most from because the lecturer has your attention, and the additional entertaining moments makes the lecture (and a lot of the information in it) more memorable.

•5 .Be Conscious of Time•this is not an issue for most lecturers. As long as you are

reasonable with the amount of information you want to deliver, then usually you can adjust your lecture fine on the go to make sure you finish on time. However, I have had a few lectures that went way over time

• 66 . .Be Open to FeedbackBe Open to Feedback•The last point is to be open to receiving feedback. If you

care about how well you’re delivering lecture, then you’re going to care about how improve yourself as an educator.

•A good lecture at the right timeA good lecture at the right time::

•facilitates learning of the key basic facilitates learning of the key basic principles of the subjectprinciples of the subject

•fits coherently into the overall teaching fits coherently into the overall teaching programmeprogramme

•is relevant, well presented and holds is relevant, well presented and holds students’ attentionstudents’ attention

•is organised into a logical structureis organised into a logical structure

•supports and builds on previous learningsupports and builds on previous learning

•is stimulating and provides food for is stimulating and provides food for thoughtthought . .