This document discusses different types and structures of lectures used for teaching at the university level. It identifies several roles of university teachers, including planner, manager, academic guide, advisor, researcher, and consultant. The document also categorizes lectures based on levels of student interaction, such as formal, Socratic, and interactive lectures. Additionally, it categorizes lectures based on content, such as expository, storytelling, and problem-solving lectures. Finally, the document outlines advantages and disadvantages of lectures and provides tips for structuring effective lectures.

1. Lecture and other forms
of organizing teaching at
University
Performed by: Maripova Diana
Bektanova Diana

2. Plan
Function and classification of lectures
Structure of lecture its pecularies
Advantages and disadvantages
Activities

3. The role of a teacher
The Teacher as a Planner and Manager of
Time
The Teacher as an Academic Guide to Students
The Teacher as an Adviser and Counsellor
The Teacher as a Researcher
The Teacher as a Consultant

4. Classification of lecture
Categorized by Levels of Student Interaction
• Formal lecture.​
• Socratic lecture.​
• Semi-formal lecture.​
• Lecture-discussion.​
• Interactive lecture.​
Categorized by Content
• Expository lecture/oral essay.​
• Storytelling lecture.​
• Point-by-point lecture.​
• Lecture-demonstration.​
• Problem-solving lecture​.

5. Stucture your lecture
Start with an introduction, outline, agenda or
visual representation of the lecture.
Include signposts and transitions.
Employ a variety of examples.
Include periodic summaries. Show your enthusiasm for
the subject.
Bring the lecture to a close.
Appropriately use
humor.
Emphasize relevance. Connect lectures to
assessments.

6. Advantages disadvantages
Provides teachers with control of information and pacing of session May not be as effective for higher order
thinking
Is rewarding for the teacher to be seen as expert May not improve student long-term retention
of information
Provides the teacher with a chance to model desired level of thinking Presumes students are learning at the same
pace
Allows teacher to model enthusiasm Does not allow for personalized
instruction
Provides all students with a common core of content Can create opportunities for students to be
passive
Provides an opportunity to enliven facts and ideas from the text Relies on student attention span
Provides most immediate recall of information by students Can lead to boredom on the part of
professors and students

7. Activity
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8. Сливочное мороженое с пеканом
Пробежка или быстрая прогулка ночью
Приготовление лапши с нуля
Прослушивание джазовой музыки
Декорирование дома
https://oaa.osu.edu/sites/default/files/uploads/nfo/2
019/Types-of-Lectures.pdf
https://www.cmu.edu/teaching/designteach/design/i
nstructionalstrategies/lectures.html
http://www.nzdl.org/cgi-bin/library.cgi?e=d-00000-00---off-0cdl--00-0--
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https://www.thoughtco.com/lecture-pros-and-cons-
8037
https://en.wikipedia.org/wiki/Lecture
References
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