preparing and delivering lectures
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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
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