Delivering Lecture

8/14/2019 Delivering Lecture

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Interactive

Lecture

Dr. D. Joseph Anbarasu,


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Traditional Lecture Vs.Interactive Computer

Learning

While this shift to just in time

information provided bycomputer is occurring, there is,and will continue to be, a needfor educators who are preparedto deliver lectures.


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Edge over OtherMethods

Vella (1992) thelecture as the formalpresentation ofcontent by theeducator (as subjectmatter expert) forthe subsequentlearning and recall inexaminations by

students. Ruyle (1995) the

lecture simply as anoral pre-sensation ofinstructional


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Purpose of the Session

Examine thecharacteristics of alecture,

Offer suggestionsfor planning anddelivering moreeffective lectures,and

Recommend waysto evaluatelectures.


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CHARACTERISTICS OF THE LECTURE

METHOD

Have a poorreputation

The lecture formatfor large classes isoutdated andineffective

A one-way processunaccompanied bydiscussion,

questioning orimmediate practice

It is the instructorspoint of view, andthe students need


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CHARACTERISTICS OF THE LECTURE

METHOD

Students have copies ofthe lecture notes or atext, a significantpercentage would preferreading them ratherthan attending classesthat offer little or nointeraction

Not using the keyteaching skills includingquestioning,demonstrating,providing positivereinforcement and

reviewing. Lacks active learningactivities includinganalysis of case reports,problem-solvingexercises, studentpresentations andstudents working

coo erativel in rou s


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Comparison

Two-wayCommunication

Educator-studentquestions

SharedResponsibility

Small group,problem-solving

activities Variety of supporting

media

No interaction One-way

Communication

Few questions Dependability forinformation

No Student Activities No supporting media

Extensive notetaking


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When to Lecture?

Lecture is appropriatewhen:

Disseminatinginformation quickly toa large audience

Presenting newinformation beforeusing other media oractivities (e.g., a brieflecture before playinga videotape)

Providing an overviewof a topic Arousing interest in a

topic


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Planning Interactive Lectures

Effective lectures donot just happenthey are planned.

The educator must:qEstablish the

purpose of thelecture

qConsider thelogistics of the

lectureqPlan a variety of

approaches (e.g.,use of questioning,media, small group


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Purpose of the Lecture

Transferringinformation from theinstructor to thestudent.

Purpose shoulddescribe in generalterms what thestudents will learnduring the lecture. Itusually is not written

in measurable terms An objective is aprecise andmeasurablestatementdescribing what the


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Lecture Logistics

The instructorshould next considerits length

The number ofparticipantsattending a lecturehas a significantimpact

The size and shapeof the lecture roomsize and shape ofthe lecture roomalso influence the


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Questioning Techniques

120- Both educator and students ask manyquestions. Students discuss lecture content witheducator and among themselves.

2130 -Educator asks questions, which studentsanswer. Students ask some questions. There issome discussion among students.

3150-Educator asks questions, which studentsanswer. Students ask some questions. There islimited discussion among students.

51100-Educator asks questions, and only asmall number of the students answer them.Students ask some questions. Students are ableto discuss content only with other studentsseated near them. There is little or no feedbackto the educator.

> 100- Educator asks questions, and studentsraise their hands to either agree or disagree.


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Lecture Components Five


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An Effective Lecture Style

Introduction Body Summary.


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Introduction

Capture the interestand attention of thestudents.

To make studentsaware of theinstructorsexpectations and

encourage a positivelearning climate A good introduction

is critical to the

success of a lecture.


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Tips for Introduction

Review lecture objective(s) Ask a rhetorical question. Ask for a show of hands in

response to a generalquestion.

Ask a series of questionsrelated to the lecturetopic.

Use an interesting orfamous quotation.

Relate the topic to

previously coveredcontent. Use a case study or

problem-solving activity.

Use a videotape or othermedia.

Show an appropriatecartoon with the overheador slide projector.

Make a provocativestatement to encouragediscussion.

Give a demonstration. Use a game or role play. Relate the topic to future

work experiences. Share a personalexperience.

Relate the topic to a real-life experience.


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The body

Core of theinformation to betransferred to the

studentsThe instructor use

brain-storming,discussions,

problem-solvingactivities, casestudies and gamesto make the lecturemore interactive.


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Lecture Summary

Be brief and addressonly main points

Ask the students

for questions. Ask questions of

the students. Use a

transparency, slideor flipchart toreview thesummary points.


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Lecture Notes

Serve as a script orset of cues tofollow during the

lecture Key words, phrases

and otherreminders

e.g., Audiovisualcues, questions,examples, notesfor activities


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Uses of Lecture Notes

Lecture notes helpthe instructor:

Stay on topic andprevent getting lost.

Cover the main pointswithout forgettinganything.

Glance at a specificpoint and quickly

return attention to thestudents.

Relax and focus ondelivery instead ofworrying about what


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Seven Basic Approaches to Outline

Key Points

Standard sheets ofpaper (full-page ortwo-column)

Note cards Overheadtransparencies

Flipchart pages Slides

Computer-basedprojections

Pages from a report,text or manual


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PresentationTechniques

Use the lecture notesprepared during theplanning stage.

Open the lecture with a

good introduction. Communicate on apersonal level..

Maintain eye contactwith the students.

Exhibit enthusiasm aboutthe topic

Project the voice Avoid the use of slang or

repetitive words Use a variety ofaudiovisual media

Provide positive feedback Display a positive use of

humor


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Tips to Reduce PresentationAnxiety

Avoid eating a bigmeal before thelecture

Arrive early

media equipment isworking lighting and

temperature controls Decide where the

lecture notes will beplaced

Have a glass ofwater

Go for a short walkjust before the

lecture Look over your

lecture notes onelast time

Greet students asthey enter the room

Take a few deepbreaths to relax


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Evaluating Lectures

There are threeformal techniques

feedback from

the students self-evaluation observer


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Summary

The first few minutes of a lecture areimportant. Plan them well!

Verbal communication skills are critical.

Nonverbal communication skills also arevery important Effective questioning and interaction Summary Evaluation


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Thank youWishing you

Delivering Lecture

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