TechniquesofanEffectiveLecture

HowtoSpeak
HowtoSpeakLectureTips

from

PatrickWinston
http://isites.harvard.edu/fs/html/icb.topic58703/winston1.html
LearningOutcomes
Discuss ways of how to start a lecture
-Identify the four principles of lecture delivery
-Identify the Optimal time for scheduling a class, reviews,etc.
-Recognize effective ways of working with the blackboard
-List dos and donts for using overhead projections
Whatisalecture?
Anexpositionofagivensubjectdeliveredbeforean

audienceoraclass,asforthepurposeofinstruction.
Ausuallyformaloralcommunicationtoanaudience
http://www.answers.com/topic/lecture
Alecture

isanoralpresentation

intendedtopresent

informationorteachpeopleaboutaparticularsubject,

forexamplebyauniversity

orcollege

teacher
http://www.answers.com/library/Wikipediacid46235
Howtostart
Dontstartwithajoke
Startwithapromise
Howtheywillbebetterpeople
Howtheywillbepowered
Showthevalueofthetopictotheaudience
Writethemenuonboard
Indicatorofthelecturestart
Youcangobackforreview
Thebigfour
1Cyclethematerial
(psychology:ithelpspeopletobringmaterialfrom
thelongtermmemoryandmakeuseofthem)
(Reducetheprobability:20%ofpeoplewillmiss
whatyouaresaying)
2Useverbalpunctuation
ProvidemechanismstobringthembackhereIm,
numbers,usefirst,second,etc.Itisaneffective
techniquetoremember.(Verbalboundaries)
Thebigfour
(Continued)
3Nearmiss
Whenteachingdifficultconcepts,Idliketo

describenotonlytheconceptbutalso

somethingthatisnttheconcept,but
4Toengagetheaudience(askingquestions,

waittime,etc.)Theyshouldbefrequentand

answerable.
Timeandplace
10:30inthemorningor11
Hall:Welllit
Fullroom
FlatRoomnottheatrelike
Seminar,lecture,theatre
UseoftheBlackboard
Draw(psychology:Ourintelligenceslieintwo

linguisticandvisualsystems)
Makelists
TARGET(topointat)
UseoftheoverheadProjector
Dontreadyourtransparency
Standapartfromit(bepartoftheimage)
Becarefulabouttheuseofthepointer(dont

useapointer,useyourhands)
Dontuseapieceofpapertocoverapiece

anduncoveritlater.
Usecolor
WhyUseVisualAids?
Derived from Gelula, M. H. (1997). Effective Lecture Presentation Skills. Surg.
Neurol. 47, 201-204.
Visual aids help to direct the audience's attention and are
important reinforcement/support tools. Visuals help the
instructor to reach the audience, to keep on time and on
topic, and to assure audience comprehension. Good visual
aids complement and enhance the presentation by
reinforcing concepts, illustrating ideas, and stimulating
interest.
Good visual presentations support a lecture, but are not
the essence of the presentation. Here are some tips that
allow the visual presentation to support a presentation:
Let the slides speak for themselves. Allow the audience to
read them. Use silence and don't read slide content word-for-
word. It will bore the audience and provide unnecessary
redundancy.
Pause after highlighting points on a slide. The audience will
have a chance to absorb the information. You can then regain
and hold attention with your oral presentation.
Don't talk to your slides. Your audience will be familiar with
the back of your head and you cannot watch them for cues to
your talk's acceptance.
You are the central force behind the presentation -- not
your video or slides
Props
Playwrightsareverygoodwithusingprops
Style
Style(Developyourownstyle)
DontcopybutAdaptgoodteachingtechniques
Beeccentric
Useofthestory
Howtostoporconclude
Dontthank
Tellajoke
Deliver(Itisrelatedtothepromise;explain

howpromiseshavebeenachieved.)
Callforananswer/question
Salutetheaudience(Itsbeengreattobewith

you,I'mlookingforafruitfulexperienceagain

withyou)
NonverbalCommunication
Eyecontact
Movement
ClassDistracters
CharacteristicsofanEffective

LargeGroupPresentation
Hasaclearintroductionandsummary
Hasaclearlyorganizedplanofattack
Isdesignedtobepresentedeasilywithintheallottedtime
Makesaneffectiveuseofalimitednumberofvisualsand

examples
Makesanappropriateuseofhandouts(optional)
Conveysinterestandenthusiasmbythepresenterin

presentingtothisparticularaudience
Ispresentedviaasmoothandnondistracting

delivery
http://www.uab.edu/uasomume/cdm/lectures.htm#Characte

ristics
DesigningaLargeGroupPresentation
Questions to be considered:
What is the learner knowledge base and level of
knowledge needed on this topic?
What are the key instructional points I want to
include?
What instructional strategy (ies) should I use?
Will my explanations be clear?
How should I handle questions?
What references should I provide?
Should I provide a handout and, if so, what should it
look like?
EightStepstoActiveLecturing
Knowyouraudience(students)
Haveamaptofollow(lectureoutline)
Grabthestudents

attention(haveabeginning)
Recognizestudents

attentionspan
Plananactivityforstudents(haveamiddle)
Usevisualaids/voiceandmovements
Haveaconclusion(anend)
Havestudentsdosomethingwiththelecturematerial

(accountability)
CenterforTeaching,Learning&FacultyDevelopment
http://www.ferris.edu/HTMLS/academics/center/Teaching_and_Learning_Tips/Developing%20Ef
fective%20Lectures/8stepstoactive.htm
Nine Things Students Complain about on
Evaluations in Lecture Courses
1. There are not enough (or any) concrete examples.
2. Quizzes/homework/lectures don't necessarily match the exams.
3. Homework is not related to lecture.
4. The instructor shows little or no enthusiasm for the subject or the class.
5. There is no emphasis on what is more important and less important.
6. The instructor never asks questions, doesn't know what's going on in the
class.
7. The material is dry.
8. Lectures add little to the text.
9. The instructor doesn't pause during lecture.
http://teaching.berkeley.edu/ninecomplaints.html
UsefulWebsites
http://www.uab.edu/uasomume/cdm/lectures.h

tm
http://isites.harvard.edu/fs/html/icb.topic58474/

TFTlectures.html
http://teaching.berkeley.edu/bgd/delivering.htm

l
http://isites.harvard.edu/fs/html/icb.topic58703/

houfek1.html
Part1,Video

TheatreTechniquesforClassroom

Presentations.