Effective LectureEffective Lecture

Hasan Bugra Coban & Duygu ErcanHasan Bugra Coban & Duygu Ercan

AEE 530AEE 53020122012

Objectives of this class

Identify definition of lecture Identify why lectures are needed in college

education Identify the factors of effective teaching

http://www.physics.uoguelph.ca/

““Deliver a discourse for instruction” Deliver a discourse for instruction” (Merriam-Webster’s dictionary)(Merriam-Webster’s dictionary)

““Creating a story (with a begining and an end, and an interesting middle) Creating a story (with a begining and an end, and an interesting middle)

– some of which is developed by my students.”– some of which is developed by my students.” (a lecturer in microbiology)(a lecturer in microbiology)

““Lecturing is engaging with a large number of people simultaneously to Lecturing is engaging with a large number of people simultaneously to convey such things as information, enthusiasm, knowledge, and to convey such things as information, enthusiasm, knowledge, and to generate interest among the audience and participation if you are lucky.”generate interest among the audience and participation if you are lucky.” (and educational developer)(and educational developer)

““Lecturing is an opportunity to air one’s knowledge of subject in front of Lecturing is an opportunity to air one’s knowledge of subject in front of an attentive audience.”an attentive audience.” (A business studies lecturer)(A business studies lecturer)

““An interactive learning session, involving a human guide passing on An interactive learning session, involving a human guide passing on knowledge and stimulating thinking and learning in others.”knowledge and stimulating thinking and learning in others.” (Geography (Geography lecturer)lecturer)

What is lecturing?What is lecturing?

(Brown & Race, 2002)

http://epic.hpi.uni-potsdam.de/

Negative connotations of lecturingNegative connotations of lecturing ““A talk by someone barely awake to others profoundly asleep.” A talk by someone barely awake to others profoundly asleep.” (lecturer in (lecturer in

surgery)surgery)

““Someone talking and a lot of people listening.” Someone talking and a lot of people listening.” (a pre university learner)(a pre university learner)

““A lot of talk to the uninterested.” (A lot of talk to the uninterested.” (a retired postmaster)a retired postmaster)

An example of escaping way from a boring lecture;An example of escaping way from a boring lecture; hhttp://www.youtube.com/watch?v=JTAnCw_VZ7sttp://www.youtube.com/watch?v=JTAnCw_VZ7s

(Brown & Race, 2002)

http://www.michaelmccurry.net/

History of the lectureHistory of the lecture

Traced back to Greeks of the fifth century BC.Traced back to Greeks of the fifth century BC.

In medieval times in both Christian and Muslim In medieval times in both Christian and Muslim universities.universities. Lectures consisted an oral reading of a text followed to Lectures consisted an oral reading of a text followed to

a class of students who took notes on the lecture.a class of students who took notes on the lecture. By the 19th centuryBy the 19th century

Demonstrations, pictures, and blackboards were used Demonstrations, pictures, and blackboards were used in lectures in science and medicine.in lectures in science and medicine.

Nowadays, Nowadays, the most common way of teaching in universities the most common way of teaching in universities

throughout the world is lecturing.throughout the world is lecturing.

(Brown & Atkins, 1988; Brown & Race, 2002)

http://en.wikipedia.org/wiki/Lecture

Model for exploring lecturesModel for exploring lectures

by Entwistle and Hounsell, 1975

Intention:

To provide coverage of a topic to generate understanding

Receipt:

After 20 minutes, there is a marked decline in attention

Including short activities to renew the attention

Transmission:Lecturer sends messages

VerbalExtra-verbal: vocal quality, pauses, silence...Non-verbal: gestures, facial expressions...Audio-visual message: blackboards, slides...

Output:Students’ notesReactions to the lecturerNon-verbal signals

Why are lectures needed?Why are lectures needed?

Lecturers’ view;Lecturers’ view; A chance to interest and enthuse the students and to get A chance to interest and enthuse the students and to get

know the students who want to take the subject further.know the students who want to take the subject further. An opportunity for the expert to share expertise, latest An opportunity for the expert to share expertise, latest

advances with students. advances with students. A way to help students to understand the state of the art A way to help students to understand the state of the art

of the subject.of the subject. A chance to bring the subject to the life, discuss it, A chance to bring the subject to the life, discuss it,

debate it, argue about it, and get the students really debate it, argue about it, and get the students really thinking.thinking.

The most cost effective way of delivering content in The most cost effective way of delivering content in higher educationhigher education

(Brown & Race, 2002)

http://www.cnlm.uci.edu/

Why are lectures needed?Why are lectures needed?

Students’ view;Students’ view;

To find out what student is supposed to learn, what parts To find out what student is supposed to learn, what parts of the text book student should concentrate on.of the text book student should concentrate on.

It is a best chance to find out how academics’ minds It is a best chance to find out how academics’ minds work.work.

A chance to compare student’s views or success with A chance to compare student’s views or success with those of the other students in the lecture.those of the other students in the lecture.

To attend because they are expected to be there.To attend because they are expected to be there.

(Brown & Race, 2002)

http://www.berwick.monash.edu.au/

Effective lecturerEffective lecturer Effective lecturers combine the talents of scholar, Effective lecturers combine the talents of scholar,

writer, producer, comedian, showman, and teacher writer, producer, comedian, showman, and teacher in ways that contribute to student learning.”in ways that contribute to student learning.” (McKeachie & (McKeachie &

Sivinicki, 2010)Sivinicki, 2010)

Help students get up-to-date information on current research and Help students get up-to-date information on current research and theories relevant to topicstheories relevant to topics

Usefully summarize the material scattered over a variety of printed Usefully summarize the material scattered over a variety of printed sources.sources.

Provide structure to help students read more effectively.Provide structure to help students read more effectively. Motivate students and stimulate interest in further learning Motivate students and stimulate interest in further learning Models ways of approaching problemsModels ways of approaching problems Become conscious of what is going on students’ heads, be alert to Become conscious of what is going on students’ heads, be alert to

feedback from students through their facial expressions, nonverbal feedback from students through their facial expressions, nonverbal behaviour, or oral comments.behaviour, or oral comments.An example of effective lecture; An example of effective lecture; http://www.youtube.com/watch?v=BWcvyipTbLQhttp://www.youtube.com/watch?v=BWcvyipTbLQ

http://www.aic.cuhk.edu.hk

Vocal quality:

Speak clearlyLoud enough to be easily heard by the most distant studentsHave a live voice

1) Presentation Skills

Eye contact:

Speak to the studentsMove around to distribute eye contact around the room

Factors In Effective Lecturing

Gestures:Gestures:

Additional sources of informationAdditional sources of information Avoid repetitive gestures, use communicative onesAvoid repetitive gestures, use communicative ones Positive attitudes toward studentsPositive attitudes toward students

Humor:Humor:

Has not a large effect on memory for the lecture contenct however, it is a Has not a large effect on memory for the lecture contenct however, it is a good way to make interactions with the audiences.good way to make interactions with the audiences.

2) Visual Aids2) Visual Aids

To provide a lasting display of informationTo provide a lasting display of information Easy to remember for the audienceEasy to remember for the audience Help to give the information which is hard to Help to give the information which is hard to

explain verballyexplain verbally To To attract attentionattract attention PPromoting acceptance of an idearomoting acceptance of an idea

Physical form of visual displays: Chalk-board, Physical form of visual displays: Chalk-board, overhead projector, projection computer, and overhead projector, projection computer, and handouts on paper.handouts on paper.

3) Environmental Conditions3) Environmental Conditions

Layout of the classroomLayout of the classroom Light densityLight density TemperatureTemperature Noise and acoustical factorsNoise and acoustical factors

http://www.tesoltraining.co.uk/

Stage Fright and Building Your ConfidenceStage Fright and Building Your Confidence

Before your lecture:

Watch others whose lecturing style

you admire Record your own video and make

self evaluation

When you are on the stage:

Have a glass of waterUse some gestures Use your body language. Actions speak louder than words

Excellent preparation is the best antidote to lack of Excellent preparation is the best antidote to lack of confidenceconfidence

Prepare some notes to help you toPrepare some notes to help you to

remember the contentremember the content Don't be afraid of silence Don't be afraid of silence ,take a couple ,take a couple

of deep breaths before you start to speakof deep breaths before you start to speak Practice your presentation Practice your presentation Use your time efficiently during your Use your time efficiently during your

presentationpresentation Get someone to watch youGet someone to watch you

The most common reasons for dislike of lectures amongst lecturers are:

Unresponsive audiences Large groups Effort and time involved in presentation Feeling of failure after a bad lecture Lecturing on topics disliked

The most common reasons for liking lectures are:

Intellectual challenge in structuring a lecturePersonal satisfaction in giving a good lectureStudent responsiveness during a lecture and subsequentlyArousing and stimulating interest in one’s subjectMotivation from having to give a lecture

SUMMARYCharacteristics of the Effective Lecture 

Characteristics of the Ineffective Lecture 

Educator-student interaction   100% educator talk, with limited or no interaction

Two-way communication   One-way communication

Educator-student questions  Few if any questions (educator or student) 

Shared responsibility for active learning  Student depends on educator for all information 

Small group, problem-solving activities  No student activities 

Variety of supporting media   No supporting media

Limited note taking required (students have copies of lecture notes) 

Extensive note taking required

Review lecture objectives. Ask a rhetorical question. Ask for a show of hands in response to a general question. Ask a series of questions related to the lecture topic. Use an interesting or famous quotation. Relate the topic to previously covered content. Use a case study or problem-solving activity. Use a videotape or other media. Show an appropriate cartoon with the overhead or slide projector. Make a provocative statement to encourage discussion. Give a demonstration. Use a game or role play. Relate the topic to future work experiences. Share a personal experience. Relate the topic to a real-life experience. 

Tips for creating an effective lecture

http://www.pleasefund.us/

Thanks For Your Kind Attention