The document discusses effective lecturing techniques. It begins by noting that lecturing allows a teacher to convey knowledge to students through voice, gestures, and facial expressions. It then lists several types of lectures, including topical, causal, sequential, structural, and problem-solution lectures. The document emphasizes outlining lectures and clarifying learning objectives. It also recommends getting feedback from students and mixing lectures with discussions. Effective lecturing requires understanding students' levels of understanding and balancing transmitting information with promoting interaction and further reading.

1. Effective lecturing
DR. AHMAD UZAIR QURESHI
PGDIP MED ED (CARDIFF,UK)

2. the teacher talks, the students listen.

3. The classroom lecture
“is a special form of communication in which voice,
gesture, movement, facial expression, and eye
contact can either complement or
detract from the content.”
Davis’s (2009, p. 148)

4. Lecturing is especially useful to
convey knowledge

5. Lectures can show
How experts in a field think?
How they approach questions?
 How they try to solve a problem.
 Summarize scattered material, or
Describe latest discoveries or issues.

6. TYPES
1. Topical:
Davis, B.G. (2009). Tools for teaching (2nd ed.). San Francisco: Jossey-Bass.

7. Dengue

8. TYPES
1. Topical: Dengue
2. Causal: reasons for chronic pancreatitis in females
Davis, B.G. (2009). Tools for teaching (2nd ed.). San Francisco: Jossey-Bass.

9. Factors leading to
salinity in Lahore
underground water

10. TYPES
1. Topical: Dengue
2. Causal: reasons for chronic pancreatitis in females
3. Sequential: natural history of disease
Davis, B.G. (2009). Tools for teaching (2nd ed.). San Francisco: Jossey-Bass.

11. Breast carcinoma

12. TYPES
1. Topical: Dengue
2. Causal: reasons for chronic pancreatitis in females
3. Sequential: natural history of disease
4. Symbolic/ graphic: pictoral. Pink ribbon. Red crescent
Davis, B.G. (2009). Tools for teaching (2nd ed.). San Francisco: Jossey-Bass.

14. TYPES
1. Topical: Dengue
2. Causal: reasons for chronic pancreatitis in females
3. Sequential: natural history of disease
4. Symbolic/ graphic: pictoral. Pink ribbon. Red crescent
5. Structural: anatomy; physiology
Davis, B.G. (2009). Tools for teaching (2nd ed.). San Francisco: Jossey-Bass.

15. Etiology
Pathology
Clinical features
Investigations
Management
Complications

16. TYPES
1. Topical: Dengue
2. Causal: reasons for chronic pancreatitis in females
3. Sequential: natural history of disease
4. Symbolic/ graphic: pictoral. Pink ribbon. Red crescent
5. Structural: anatomy; physiology
6. Problem- solutions: give series of problems and seek solutions
Davis, B.G. (2009). Tools for teaching (2nd ed.). San Francisco: Jossey-Bass.

17. A case of abdominal mass
A 39 years old male presents with pain lower abdomen, fever and discolouration of sclera

18. TYPES
1. Topical: Dengue
2. Causal: reasons for chronic pancreatitis in females
3. Sequential: natural history of disease
4. Symbolic/ graphic: pictoral. Pink ribbon. Red crescent
5. Structural: anatomy; physiology
6. Problem- solutions: give series of problems and seek solutions
7. Provocative lecture
8. Punctuated lecture
Davis, B.G. (2009). Tools for teaching (2nd ed.). San Francisco: Jossey-Bass.

19. Use of 3-D printing in
general surgery

20. Students may actually differ greatly in
their level of understanding.

21. Outline
your
lecture
notes.

22. Why you’re there?
 What do you want students to know?
 What do you want the students to remember?
 Course is over?
 After they have graduated? Why?
 How many of these goals can be achieved by lecturing?
 If not all, what else do you need to do?

24. Feedback and Interaction

25. Mix lecture
and discussion

26. Further reading
Davis (2009), Tools for teaching (pp. 148-161);
Forsyth (2003), Professor’s guide to teaching (pp. 49-86);
Lowman (1995), Mastering the techniques of teaching (pp. 99-157);
McKeachie and Svinicki (2006),
McKeachie’s teaching tips (pp. 57-73).
Bligh (2000); Brown and Atkins (1998); Erickson, Peters, and Strommer (2006); and Kiewra
(1991).
Jossey-Bass’s quarterly series, New Directions for Teaching and Learning.