Preparing and Delivering Preparing and Delivering LecturesLectures

Nadia Al WardyNadia Al Wardy

Why do we lecture?Why do we lecture?

ToTo::

Provide course cohesionProvide course cohesion

Brief students about what we expect of Brief students about what we expect of themthem

Help them see the important pointsHelp them see the important points

Tell them thingsTell them things

Some less positive reasonsSome less positive reasons

It’s what students expectIt’s what students expect

It’s what I’m timetabled to doIt’s what I’m timetabled to do

It’s the way it’s done round hereIt’s the way it’s done round here

I haven’t time/energy/resources to do it I haven’t time/energy/resources to do it any other wayany other way

““Lecture: process by which the Lecture: process by which the notes of a teacher becomes the notes of a teacher becomes the

notes of a student without notes of a student without passing through the minds of passing through the minds of

either”either”

Michael O’Donnell

Preparing LecturesPreparing Lectures

Purposes – objectives (in the form of Qs) Purposes – objectives (in the form of Qs)

Content – essential principles, little detailContent – essential principles, little detail

Organisation – classical, problem-centredOrganisation – classical, problem-centred

Preparation of audio-visual aids – is it Preparation of audio-visual aids – is it fulfilling its purpose?fulfilling its purpose?

ClassicalClassical

• Outline purpose of lecture• Describe main themes

• Outline & explain first key point• Illustrate with examples• Repeat first key point

• Summarize• Repeat main themes & conclude

• Outline & explain second key point• Illustrate with examples• Repeat second key point

Problem-centredProblem-centred

• Statement of Problem

• Offer solution 1

• Offer solution 2

• Discuss strengths and weaknesses of solution 1

• Summary & concluding remarks

• Discuss strengths and weaknesses of solution 2

Preparing LecturesPreparing Lectures

Purposes – objectives (in the form of Qs) Purposes – objectives (in the form of Qs)

Content – essential principles, little detailContent – essential principles, little detail

Organisation – classical, problem-centredOrganisation – classical, problem-centred

Preparation of audio-visual aids – is it Preparation of audio-visual aids – is it fulfilling its purpose?fulfilling its purpose?

Skills of LecturingSkills of Lecturing

OpeningsOpenings

ExplainingExplaining

SummarizingSummarizing

OpeningsOpenings

OpeningsOpenings

Gain attention of the groupGain attention of the group

Establish a relationship with the groupEstablish a relationship with the group

Provide the framework for the talk Provide the framework for the talk

Outline of procedureOutline of procedure

Introduction to contentIntroduction to content

ExplainingExplaining

The key skill in lecturingThe key skill in lecturing

Types of ExplainingTypes of Explaining

Descriptive – What?Descriptive – What?

Interpretive – How?Interpretive – How?

Reason giving – Why?Reason giving – Why?

When?When?

Where?Where?

To explain effectively..To explain effectively..

1.1. Identify and state the problem to be Identify and state the problem to be explainedexplained

2.2. Take account of the existing Take account of the existing knowledge of explainees and;knowledge of explainees and;

3.3. Build an explanation which links to Build an explanation which links to their existing knowledge their existing knowledge

Essential Features of ExplainingEssential Features of Explaining

ClarityClarity

Generating interestGenerating interest

PersuasionPersuasion

1. Signposts

2. Frames

3. Foci

4. Links

Improving ClarityImproving Clarity

“the necessity of making things plain to uninstructed people was one of the very best means of clearing up the obscure corners of one’s own mind”

Huxley 1825-95

Generating InterestGenerating Interest

1.1. Show your own interest/commitment Show your own interest/commitment to the topic by being expressiveto the topic by being expressive

2.2. Think of and use examples, analogies, Think of and use examples, analogies, metaphors and models which are apt metaphors and models which are apt for the audience and the topicfor the audience and the topic

Generating InterestGenerating Interest

3.3. If the material is unfamiliar, begin with If the material is unfamiliar, begin with examples examples

4.4. Use a mixture of modes of explainingUse a mixture of modes of explaining

NarrativeNarrative

AnecdotalAnecdotal

ConceptualConceptual

5.5. Use puzzles, problems and questions Use puzzles, problems and questions

PersuasionPersuasion

1.1. Appear credible and trustworthyAppear credible and trustworthy

2.2. Present both sides of the argumentPresent both sides of the argument

3.3. Do not dismiss cherished beliefsDo not dismiss cherished beliefs

4.4. Let group members draw their own Let group members draw their own conclusionsconclusions

EndingsEndings

A summary which draws together the A summary which draws together the main points and reservationsmain points and reservations

A conclusion which may be a statement A conclusion which may be a statement or a quotation and which may link the or a quotation and which may link the topics to other topicstopics to other topics

The next steps?The next steps?

Three Key ElementsThree Key Elements

SetSet

DialogueDialogue

ClosureClosure

Set - Set - ROLEROLE

RRolesoles

OObjectivesbjectives

LLinkagesinkages

EEnvironmentnvironment

Dialogue - Dialogue - QUESTQUEST

QQuestionsuestions

UUnderstandingnderstanding

EEyesyes

SStimulationtimulation

TTimingiming

Closure - Closure - RESTREST

RRevieweview

EEyesyes

SSummaryummary

TTerminationermination

Tell them what you want sayTell them what you want say

Say itSay it

Tell them what you saidTell them what you said

AMEE Education Guide No. 22: AMEE Education Guide No. 22:

Refreshing lecturing: a guide for Refreshing lecturing: a guide for lecturerslecturers