Lecturing: comments archive

Prior to my lecture, I tape 5 (or so) different colored pieces of paper on the bottom of student's chairs. At the end of lecture, I ask everyone to check the bottom of their chair and then I take 5 minutes to ask a couple of questions depending on who has what color piece of paper. The questions are things such as: What was the most unclear point or item discussed today; What was the most important thing you learned today; What did you learn about yourself from today's lecture; Can you share a story about a patient (I teach in a nursing program) that you had with this problem or something you may have experienced related to this lecture; How do you plan to implement an idea you learned today; What is the best idea you got today; What is one idea you plan to use right away; etc. I reward the participant with a piece of candy (after they have answered their question), and at the end give the whole class a piece.

This helps me in a number of ways to hear what the students have heard (you know sometimes what you teach is not what they hear), to find areas I need to make clearer or maybe teach differently, find out what things the students THINK is important, etc. It's also fun and stimulates discussion!

Date: Wed, 14 May 1997 17:10:52 +0800
From: e_murphy@spectrum.curtin.edu (Eamon Murphy, Curtin U, Australia)
Subject: My first lectures

A useful stragegy is to have an outline of the lecture on an overhead displayed when students first walk in. Do this regularly and start right on time. This gets them ready for business.....

I'm writing a manual on how to give effective lectures. I need lots of anecodes about your experiences either as a student or lecturer. My favourite? The first time that I got up to give a lecture in a crammed theatre. I completley lost my nerve and walked out without uttering a single word.

Things got better - but it took time.

I will acknowldege any contributions.

Date: Thu, 13 Feb 1997
From: D.A.Bligh@exeter.ac.uk (Donald Bligh, Exeter U, UK)
Subject: First lectures

If it is the very first time it is wise to visit the room some days earlier if possible. Look at the physical provision. Where are the power points? How is the lighting controlled. What is the provision for writing (blackboard? felt pens?)? Practise writing or drawing on the vertical surface; it's different from paper. Most important, imagine yourself teaching there, particularly when preparing. Consider how you will lay out your notes on the lecturer's table. (Mine always blow away when I switch on the OHP when I haven't imagined myself in the role sufficiently!).

Take your time on the day. I have doubts about showing the first OHT or tampering with the lights to quieten the students. It's more a matter of standing showing you are ready by eye contact. Looking round in silence getting eye contact with as many students in turn as you can; and even then, when all are silent and expectant, wait just a second or two more. It sets the silence you require before you begin. It's a non-verbal signal establishing what is expected from the beginning. This process steadies the nerves. Then you can afford to look away at your notes to remind you of what you were going to say.

Prepare your opening words but be ready, even expect, to ditch them if they don't feel right when the time comes.

Date: Mon, 01 Jul 1996 12:59:51 -0700
From: j.holzl@qut.edu.au (Jan Holzl, Queensland University of Technology, Australia)
Subject: First lectures

Having reviewed the material in preparing for the first lecturing I would like to add an additional few comments.

Firstly, it is essential to identify the type of class you are giving. This information including the number of students will give you a clear idea as to how you might proceed, what resources you will require etc. For example, if you are lecturing to a group of 500 first year undergraduate students in a core unit, you may take a different approach as compared to a group of graduate students. You may also wish to consider the resource implications of even a one page handout to a very large group.

Secondly, it is wise policy to ask your self the question: What is my teaching goal or alternatively, what is the student learning goal for the session. Planning the lecture to enhance learning and achieve the learning goal will go a long way to making for an effective lecture.

Thirdly, try to draw on the experiences of the audience - moving from the known to the unknown, or the concrete to the abstract, and try to make the learning interesting and dynamic. If you are enthusiastic your audience will respond no matter what the topic.

Finally, remember 'dual code theory". Students learn more by combining visual and auditory rather than one on their own. In addition, pay attention to congnitive overload....give them a break or a change focus from the lecture material...a time out few minutes every so often. It does not matter how you do it examples include: stretch exercises; slide show of your holidays for 3 minutes; tea break; cartoon; buzz group to name a few.