2. The Lecture: Long-lasting,
Logical, and Legitimate
• Setting the Stage
• Definition and Purposes
• Theoretical Rationale
• Types of Learners
• Types of Lectures
4. Setting the Stage
• The lecture is the backbone by which
knowledge is conveyed in most
educational settings.
• How can educators merge the need for
interactive variety while still
implementing the most commonly used
teaching method—the lecture?
5. Setting the Stage
• When the objective is to communicate
basic facts, introduce initial concepts, or
convey passion about a topic, a well-
prepared lecture is very useful
6. Definition and Purposes
• Should be well-designed, instructor-led,
interactive and engage students as well
as support diverse styles of learning
• Most of today’s educators were educated
using the lecture format.
• The lecture gives the teacher the most
control within the classroom setting.
7. Definition and Purposes
• Advantages of Lectures
– Maximum control of class
– Minimal threats to students or teacher
– Clarifies and enlivens textbook information
– Allows for clarification of confusing material
– The teacher knows what has been presented
– Lecture material can become the basis for
publication
8. Definition and Purposes
• Advantages of Lectures
– Accommodates many listeners
– Students are provided with a common core of
content
– Saves time
– Provides a venue to become known as an expert
– Allows deductive reasoning
– Students are motivated to participate and learn
more
9. Definition and Purposes
• Advantages of Lectures
– Allows addition of newest information
– Permits auditory learners to receive
succinct information quickly
– Enables integration of pro and con aspects
of topic
10. Definition and Purposes
• Disadvantages of Lectures
– Teacher may try to cover too much material
– Needs to be accompanied by another
teaching strategy
– 80% of information is forgotten one day
later
– Presumes that all students are auditory
learners and learn at the same rate
– Not suited to higher levels of thinking
– Not conducive for personalized instruction
11. Definition and Purposes
• Disadvantages of Lectures
– Encourages passive learners
– Provides little feedback
– Student attention waivers in 30 minutes or less
– Consistent use inhibits development of
inductive reasoning
– Poorly delivered lectures are a disincentive for
learning.
– Viewed by students as a complete learning
experience
12. Theoretical Rationale
• Three common approaches flow from
theories related to communication,
cognitive learning, and
pedagogical/andragogical approaches to
teaching and learning.
13. Theoretical Rationale
• Pedagogy
– A portion of learning theory that loosely
refers to educating the chronologically or
experientially immature
– someone external to the learner decides
who, what, when, where, and how
information will be taught; the learner
becomes a passive recipient of knowledge.
14. Theoretical Rationale
• Pedagogy
– the lecture strategy establishes the teacher
as the one in command, the authority from
whom answers come
• The principles previously utilized in
teaching the young (pedagogy) were
adapted and applied to mature learners
(andragogy).
15. Theoretical Rationale
• Andragogy
– Educator treats the learner as a mature
individual who brings a variety of rich,
valuable experiences to every learning
situation
– The who, what, when, and where of learning
emanate from within the learner
16. Theoretical Rationale
• Pedagogy Comparison
– Dependent, passive learner
– Past experiences given little attention
– Narrow, focused interest
– Focuses on imitation
– Focus on what is needed to survive and
achieve
– Tends to respond impulsively
17. Theoretical Rationale
• Pedagogy Comparison
– Looks to teacher to identify what should be
learned
– Focuses on superficial aspects of learning
(grades, due dates)
– Evaluation of learning done by teacher or
society (grades/certificates)
– Needs clarity/specificity
18. Theoretical Rationale
• Andragogy Comparison
– Independent/autonomous
– Wants to participate in decisions related to
own learning
– Wide ranges of experiences; broad interests
– Focus on originality
– They want to be in the educational process.
19. Theoretical Rationale
• Andragogy Comparison
– Tend to respond rationally
– Perceive teachers as facilitators, providing
resources and support for self-directed
learners
– Like challenging, independent assignments
– Evaluation done jointly by teacher, learner,
and peers
– Tolerate ambiguity
20. Types of Learners
• The teacher must know as much as
possible about both the learners and the
topic before deciding on a specific
theoretical approach/model and/or
selecting the teaching strategy
21. Types of Learners
• Teacher must understand and
acknowledge that many learners have a
very short attention span, have an
arsenal of electronic devices at their
fingertips (including in the classroom),
are used to multitasking (answering text
messages and listening to e-tunes while
reading about neuroanatomy), and are
used to handling a rapid barrage of
information
22. Types of Learners
• Teacher must accompany the lecture
with adjuncts, such as electronic
innovations like Second Life, video clips,
electronic lecture retrieval (e.g., via MP3
players), lecture–discussion, realistic
scenarios, questions/answers
accompanied by automated audience
response systems (the clicker) with real-
time feedback.
23. Types of Learners
• Allows the teacher to change strategies
immediately
• It is assumed that the lecturer has a
sufficient command of the subject
matter, as well as the presence of mind
and the flexibility to alter the content
and teaching plan;
24. Types of Lectures
• The lecture, in and of itself, is neither a
good nor a bad approach to teaching. It is
most effective when not used as the
singular, exclusive technique.
25. Types of Lectures
• Formal lecture—the lecturer delivers a
well-organized, tightly polished
presentation
• Lecture Recitation – Lecturer stops and
asks a student to respond to a particular
point or idea by reading/presenting
prepared materials, may be integrated
into the formal lecture
26. Types of Lectures
• Expository—the lecturer does most of
the talking, but entertains questions
from the audience
• Provocative lecture–the lecturer
provokes the audience’s thoughts and
challenges them with questions
27. Types of Lectures
• Lecture-discussion – the instructor
speaks for 10-15 minutes and them
stimulates student discussion around
key points
• Punctual Lecture – presenter asks the
students to write down their reflections
on lecture points and submit them
28. Types of Lectures
• Lecture-Lab – lecture is followed by
students conducting experiments,
interviews, observations, etc. during the
class period
29. Types of Lectures
• Students prefer the addition of
PowerPoint slides, podcasts, and other
technological enhancements because
– They bridge direct and constructionist
teaching methods.
– They support class attendance.
– They reinforce difficult concepts.
30. Preparing Oneself to Lecture
• Must allow lots of time for preparation
• Lecture Introduction (First 5 Minutes)
• Body of Lecture
• Lecturer Conclusion (Last 5 Minutes)
31. Preparing Oneself to Lecture
• Lecture Introduction (First 5 Minutes)
– First five minutes
– Speaker outlines objectives, outcomes, and
expectations
– Audience decides whether to trust the
speaker to produce what was promised
(objectives) and whether to invest energy in
following the presentation
32. Preparing Oneself to Lecture
• Body of Lecture
– General themes that tie together related
topics
– Topics/concepts that are difficult for
students to understand
– Sufficient depth and weight to retain
learners’ interest
– Testimonies, case-specific data, and exhibits
33. Preparing Oneself to Lecture
• Lecturer Conclusion (Last 5 Minutes)
– Last five minutes
– Review key points
– Allow time for elaboration or amplification
– Offer suggestions related to application and
transfer of knowledge.
34. Resources
• Key elements to presenting information
in lecture format
– Convey enthusiasm
– Know the content
– Use notes
– Speak to the audience as if it were a single
student.
– Make eye contact
35. Resources
• Key elements to presenting information
in lecture format
– Use creative movement
– Avoid barriers
– Create a change of pace
– Distribute a skeletal outline
36. Resources
• Perceived Negative Factors of Lecture
Technique
– Presentation disorganized
– Lack of outline, or outline is too detailed
– Lack of professional appearance
– Lack of facial expression
– Monotonal voice
– Reading lecture material
37. Resources
• Perceived Negative Factors of Lecture
Technique
– Nonexistent or poor quality visual aids
– Too many PowerPoint slides
– No allowance for audience participation
– Inconsiderate of learners’ needs
– Distracting habits
38. Potential Problems
• Factors that Contribute to a Successful
Lecture
• Institutional Barriers that Lead to
Negative Reactions to Lectures
• Helping the Student to Remember
Tomorrow
39. Potential Problems
• Factors that Contribute to a Successful
Lecture
– The teacher who consistently lectures,
without integrating other strategies into
class time, may be subjected to student-
generated negative comments
40. Potential Problems
• Factors that Contribute to a Successful
Lecture
– One must prepare oneself, plan ahead,
organize the content, and integrate at least
one additional teaching method (e.g.,
discussion, video stream, audience response
system, small-group interaction, role play,
or demonstrative props/simulation, etc.)
into each lecture session
41. Potential Problems
• Institutional Barriers that Lead to
Negative Reactions to Lectures
– Class time to early or too late, or just after a
meal time
– Number of students proportional to
classroom and faculty
– Too many students for teacher to make a
personal connection with the students
42. Potential Problems
• Helping the Student to Remember
Tomorrow
– Knowledge Retention
• 80% of information learned in a lecture is
lost one day later
• 80% of the remaining information
retained is lost within one month
• The more senses the learners have to use,
the more information they will retain.
43. Potential Problems
• Punctuated Lecture
– Effective in improving knowledge retention
– Listen to a portion of the lecture.
– Stop
– Reflect on what learners are thinking,
feeling, and doing during that part of the
lecture.
– Write what they are thinking, feeling, doing
– Give written feedback to the lecturer.
44. Evaluation
• Needs to be done at the conclusion of a
lecture
• Ask the listeners to respond to a few
specific questions and then allow them
to provide additional comments or pose
the questions and allow the automated
clicker response before learners walk
out the door
45. Evaluation
• Should aim to provide constructive
criticism and comments for
improvement.
• Lecturers will not improve without
suggested change, and suggested change
can best be obtained via the use of a
planned evaluation tool/method that is
completed by peers and/or class
participants
46. Conclusion
• Lecturing is more than standing in front of a
group and verbalizing information.
• Three major segments: Introduction, body, and
conclusion.
• Genuine enthusiasm is the most important
quality of an effective lecturer.
• For best results, combine the lecture with
other effective strategies.
