Who is lecture

A typical example, comparisons, and 'problem' examples should also be given to enhance comprehension. Feedback: Continuous monitoring is an important feature of explanations for without it there can be no certainty that 'understanding' has resulted. Feedback is initiated by the lecturer asking questions, inviting queries, seeking interpretations and probing for clarification.

Four key "structuring moves" as identified by Brown Signposts : Statements which signal the direction and structure, for example, Today I want to examine four approaches to the management of tumours: Firstly, the use of surgical techniques; secondly, the use of radiotherapy; thirdly, the. This increases the desire to learn by gaining and holding attention, avoiding boredom, encouraging learning activity, and providing a non-threatening helpful climate. Much depends on the inherent enthusiasm and innovativeness of the lecturer.

The direction and help given to students as well as appropriateness of examples are also important. These should be complemented by a variety of participatory and active learning techniques. The identification of specific lecturing skills is no easy task. Unfortunately, we cannot deliver here a more detailed examination, but we have researched the literature and adapted a list of teacher activities which summarize effective basic skills see Figure 5.

Preparation of Lectures The effectiveness of a lecture is closely related to the quality of the preparation. In this section we shall examine preparation skills for, as George Brown states, 'presentation is important, but without a clear, coherent lecture structure which emphasizes key points and examples, a presentation may have a short-lived effect'.

In preparing a lecture we should consider three main factors: firstly the purpose of the lecture, secondly the content and the structure, and thirdly how to include some key features in our lecture plan. Purpose Lectures are given for several reasons, for example to: tell students what they need to know note-taking lectures ; promote understanding and learning in depth problem-solving lectures ; provide an introduction to a topic overview lectures ; stimulate student interest in a topic motivational lectures.

This means we need different kinds of lectures for different purposes and it is important at the start of preparation to be clear on the type of lecture required. Very often it is possible to combine two purposes, for example, an overview and motivational lecture, but is unlikely that all purposes can be fully accommodated in any single lecture. Content and Structure The selection and structuring of content is very important for it ensures optimum coverage of a topic as well as understanding. In addition, it is closely related to purpose for this determines whether selection of content should require full coverage, an overview or only some elements of the topic.

Most of us tend to select too much content, probably because we know a great deal about the subject. So, we need to be ruthless in selecting only relevant information which must be viewed in the light of the students' perspective and stage of development. One way of reducing content is to categorize it as 'must know', 'should know' and 'nice to know', and use only the 'must know'.

Having selected the content, you should then consider the way it is structured. This is important in planning a lecture for it determines whether coverage is adequate and student understanding likely.

Three common methods of structuring lectures are the classical, the problem centred and the sequential. See Figure 5. Structure Description Advantages Disadvantages Classical The topic is divided into main sections, then sub-sections and finally elements. It is the most common form of structure.

Each sub-section will contain main points with examples, elaborations and other relevant information. Easy to plan and take notes from Can generate boredom Useful for outlining subject matter Necessary to clearly indicate structure, delineate sections, emphasize key points and link to overall topic Problem- centred Contains a statement of the problem, then various solutions are postulated and evaluated.

Intellectually stimulating Easy to confuse rather than clarify or wander aimlessly Students' participation easier Note-taking difficult Sequential Consists of a series of linked information on a linear or step-by-step basis leading to a conclusion. Useful in historical accounts and maths based subjects Must be interesting for effectiveness and within students' capacity Figure 5. Key Features Several key features should also be included in most lectures for full effectiveness and, in our view, it is better to attend to these when preparing lectures.

The following are considered the more important. The introduction or opening stage of a lecture is crucial.

Effective openings require that you should gain the students' attention, advise on content and structure and indicate the purpose or objective. The use of appropriate audio-visual aids is important for clarity and comprehension but it is essential that these are well prepared. Ensure that illustrations and diagrams are simple, brief and readable from the back of the class; handouts are concise and well structured; whilst slides, videos, films and recordings, must be relevant as well as clearly seen and heard.

These should be viewed as 'aids' only and require augmentation through reflection and activity by students, so it is important that you plan for this and allow time to achieve full benefits. You should deliberately build-in consolidation of learning in your lectures and allow time for such purposes.

It is important that such recapitulation is presented differently to the original instruction and not word for word. When time permits the task can be shared with students as the lecturer can pose suitable questions to extract the information, perhaps with some guidance and elaboration. Again, such aspects require attention in the preparation stage, such as framing suitable questions or selecting a different structure for reviewing the topic.

Because you have a lecture scheduled for one hour it does not mean you have to talk for the whole hour. The inclusion of student activities is an important alternative for it enables you to renew attention, provide opportunities for student reflection or problem-solving, and helps you to obtain feedback on progress. Many lecturers will argue that they haven't time to waste on student activities but research evidence shows that active learning is essential for understanding.

Before leaving this section on preparations we should note that it is not advisable to write out every word for a lecture or to try and cover everything. A common error is to over-prepare by reading so much that you become overwhelmed but still unsure of what you are going to say. Try and summarize your main points on one sheet. You can use this as a handout, an introductory visual aid, or to talk to in your lecture. Identify a lecture you will soon have to deliver.

Prepare for it by giving its: purpose structure content key features Group Instruction Group instruction forms part of the expository telling method of instruction, often classified as a lecture. It usually follows a prescribed format that is structured and systematic. This type of instruction is commonly used in further education and programmes of a vocational or business nature.

A brief outline is given here as it is a simple method yet incorporates a number of important principles of learning. Group instruction consists of five main steps. This is done by advising on procedures for the session, giving a brief outline of the topic and its structure, and generating student interest by indicating the importance of the topic as well as how it will be utilized.

If desired, a review of relevant previous learning may take place. At the end of the prime phase students should be aware of what is expected of them, should want to learn and should know how the subject will be dealt with. Step 2: Present Step 2 forms the bulk of your input. In this stage the main body of information is delivered in a systematic and logical manner, or put another way, a well organized explanation is given, using visual aids.

Step 3: Summarize At the end of the presentation phase, the topic should be summarized and the main elements reviewed. Visual aids such as an overhead projector OHP should be used where appropriate. Learn More About lecture. Time Traveler for lecture The first known use of lecture was in the 15th century See more words from the same century.

Phrases Related to lecture lecture hall. Style: MLA. English Language Learners Definition of lecture Entry 1 of 2. Kids Definition of lecture Entry 1 of 2. Kids Definition of lecture Entry 2 of 2. Other Words from lecture lecturer noun. Get Word of the Day daily email! Test Your Vocabulary. Can you spell these 10 commonly misspelled words? Love words? Need even more definitions? Homophones, Homographs, and Homonyms The same, but different. Ask the Editors 'Everyday' vs. What Is 'Semantic Bleaching'?

I, and many fellow men, know this because women say so—they write it, they lecture on it, they write books about it. She hated sharing Georgie with his admirers, particularly on lecture tours in in North America.

The closing lecture also presents questions that Chomsky never answers—mainly one of alternatives. I told her, when I wrote last, how I felt; and you never read such a lecture as she gave me in return.

However, he arrived in Aberdeen radiant, gave his lecture , and at the end was presented by Donald with a cheque for twenty pounds. Lecture s—Two ladies may attend a lecture , unaccompanied by a gentleman, without attracting attention. In a room, a few miles out of London, I had just given a lecture to the members of a literary Society. I have often had the pleasure of hearing Mme.