Teaching Methods :
Effective Delivery of Lecture
Dr. Shah Golam Nabi
Associate Professor
Centre for Medical Education
Objectives
You will able to:
define lecture
enumerate types lectures
state skills in lecturing
describe different parts of a lecture
enumerate advantages & disadvantages of a lecture
evaluate a lecture
Lecture
All of you are good teachers!!
So, you all know very well:
What is lecture?
How to prepare a lecture?
How to deliver/present a lecture?
How to teach through a lecture?
How and what students learn from a lecture?
Introduction
For centuries,
Lectures have been the most frequently used method for
delivering knowledge in academic teaching
Lectures are used for teaching theoretical knowledge in
medicine and for continuing medical education
Classrooms for medical students and residents
Seminar, Symposia, conferences and congresses
Introduction
Lectures are potentially, an economical and time
limiting, efficient method of conveying information to
large groups of students
Introduction
Lectures can provide hints and guidelines on how to
learn a topic
It is a format which is well-suited for transmitting
knowledge and facilitating comprehension
What is Lecture?
Formal presentation of a topic or subject covered in
a limited time by a speaker
Stimulates students to become active learner in their
own right
Very little control and participation by students
What is Lecture?
From Students points of view (By Bligh):
A lecture is a period of more or less uninterrupted talk
from a teacher
We should also include the student who described a
lecture as ‘an occasion to sleep whilst someone talks’
What is lecture?
Very simply, a lecture is an organized verbal
presentation of subject matter often augmented
by visual aids.
It is presumably a synthesis of his own reading,
research and experiences, interpreted in light of
his own insights.
Type of lecture
Categorization by Medium
Naked lecture
Chalk and Talk lecture
Multimedia lecture
Video lecture
Categorized by Levels of Student Interaction
Formal lecture
Socratic lecture
Semi-formal lecture
Lecture-discussion
Interactive lecture
Ref.: Jose Bowen
Type of Lecture
Formal lecture:
The lecturer delivers by a well-organized, tightly constructed, and
highly polished presentation
Students hold questions until the conclusion of the lecture
This lecture works well for teaching large groups of students
Massive open online courses
Socratic lecture
Follows a reading assignment to give students a baseline of
knowledge
Structured around a series of carefully sequenced questions
The instructor asks a single student a question sequence
The questions require the student to use logic and inference skills
Type of lecture
Semi-formal lecture
This is the most common type of lecture
Semiformal lecture is less elaborate in form and production
Lecturer entertains student questions during the lecture
Lecture-discussion
This type of lecture encourages greater student participation
The instructor presents the talk, but stops frequently to ask
students questions
Request that students read their prepared materials
Type of lecture
Lecture-discussion (cont.)
The direction of interaction can occur in one of three ways:
instructor to class
instructor to individual student
individual student to instructor.
Interactive lecture
Instructor uses mini-lectures about 20 minutes long
Involves students in a range of brief content-related activities in
between
Interaction may occur between instructor and students or between
and among students
Basic principal of a lecture
Lecture should be:
Organized
Relevant
Interactive
Effective
Need to emphasize on:
Designing
Content selection
Formatting
Objective of the lecture
Learners need to have clear goals and objectives of
what they will achieve by the lecture
Content should be relevant and useful to the learner's real life
Content should be connected to experience and previous
knowledge
Learners should reflect about what they learn and how they
learn
Learners should actively participate in their learning
Target of lecture
Teaching with lecture should be learner-centred
that help them learn according to their:
Needs
Objectives
Context
“Transmitter’’ VS “Facilitator”
Assists the students in their own learning
Provides relevance to the content
Offers examples of application to practice
Invites reflection
Motivates and helps to provide significant meaning
to new knowledge
Effective teaching through
lecture
Firstly, you must organize and structure of your
lecture so that it is meaningful to your students
Secondly, you must arouse students' interest and hold
their attention
Thirdly, you must help your students to learn in
various ways
A lecture can facilitate learning by being well
structured, interesting and meaningful
Major steps of lecturing
Lecture preparation
Presenting information
Explaining
Generating interest
Planning of preparing a lecture:
Planning:
Purpose, content, structure, key What is topic
features State a working title
Person/Audience: Who &What Analyze the ‘hidden variables in the title
is the listener supposed to
Prepare a rough structure of the lecture
learn from your presentation?
Directed reading
Time
Structure the lecture
Availability of information
Cheek the opening and ending
Write objectives before
constructing presentation Give the lecture
Over view of talking (3-5) Reflect and note
Way of transmission of information
A lecturer sends information in many ways:
Verbal: through explanations, definitions, examples,
descriptions or comments
Extra-verbal: through the lecturer's vocal qualities such as
clarity, audibility, fluency and speed
Non-verbal: through gestures, facial expressions or body
movements
Visual: through the use of visual aids
Presenting lecture: parts
Starting the lecture: Introduction of the lecture (Schema
activation)
Body of the lecture (schema construction or building)
Finishing the lecture: Conclusion of the lecture (schema
refining)
Loss of interest/attention after 15 -20 minutes
Need a break for refreshment
Lecture presentation: parts
Introduction Body:
Gain attention State main point in simple terms
Establish relevance Give examples
Identify goals Give exceptions
State structure Restate main point make a
transition
Conclusion:
Summarize main points
Ask key questions
Encourage questions
Create anticipation
Explaining
Explaining is:
Giving understanding to another/students
Understanding is the creation of new connections:
Between facts (reality/true)
Between ideas (thought/belief/openion/plan)
and
Between facts and ideas
Explaining: skills of lecturing
Consists of a series of short statements containing:
principles, Illustrations, definitions and qualifications
All of which should be well organized and spoken clearly
The process of explaining for lecturing has a number of
important characteristics such as:
Clarity Orientation
Organization Examples
Emphasis Feedback
Explaining: skills of lecturing
Clarity: This is promoted by using explicit smoothly
flowing language and avoiding vagueness
It means defining new terms, clarifying key points,
paraphrasing
Giving directions on learning tasks
Speaking clearly audibly and not too fast
Explaining: skills of lecturing
Organization: This calls for a sound structure and logical
approach including:
Essential points are concisely covered
Key links and relationships are indicated
Good use is made of time
A well organized explanation will show evidence of sound
preparation and will not attempt to cover everything.
Explaining: skills of lecturing
Emphasis: This is concerned with the highlighting of
important elements and details
Vocal emphasis, involving tone, pitch, volume and pauses,
Gestures
Eye contact and pointing
All are ways of giving emphasis in explanations
These can be augmented by visual aids and handouts.
Explaining: skills of lecturing
Orientation: This means helping to promote learning in several
ways
In outlining the structure of a topic when opening a lecture or
introducing a new theme
Giving directions and advice on what to expect
Using the key structuring moves that signal what is happening
during the lecture.
Explaining: skills of lecturing
Examples: These are essential in explanation
They need to be appropriatet and interesting within
the students' repertoire of knowledge
With sufficient frequency and variety
A typical example, comparisons, and 'problem'
examples should also be given to enhance
comprehension
Explaining: skills of lecturing
Feedback:
Continuous monitoring is an important feature of explanations
Without it there can be no certainty that 'understanding' has
resulted
Feedback is initiated by the lecturer through:
Asking questions
Inviting queries
Seeking interpretations
Probing for clarification
4 Structuring moves of lecture
presentation
Signposts: Statements which signal the direction and
structure
Frames: Statements which delineate/indicate the
beginning and ending of sections
Foci: statements which highlight or emphasize key points
Links: Statements that link sections of the lecture together
or to previously acquired knowledge or experience
Generating interest of students
Set a question or problem to be discussed in buzz groups
Show a video clip with instructions on what to look for
Demonstrate a task with instructions on what to look for
Set a brief multiple choice question
Ask the students to frame questions in relation to data or to make estimates
Solve a problem collectively
Ask the students to discuss briefly (in groups of two or three) a research
design or set of findings
Ask the students to invent examples and compare them with those of
another student.
Involve the students
Questioning: Either fact-based or problem-solving
Case studies: Description of a real or hypothetical situation for
student analysis and problem resolution
Patient simulations: Patient presentation acted out by teacher
or student with the patient information
Other students ask questions (with explanation of why they
asked the question) to make the diagnosis
Lecture handouts Brief outline of lecture to guide student note-
taking
Involve the students
Self Tests: Written non-graded self tests
Brainstorming: Soliciting student contributions on a certain
topic (e.g. differential diagnosis) that are written on a board or
flip chart.
Problem-posting: Soliciting student questions or problems at
beginning of lecture
Written on a board or flip chart, these student contributions
clarify for the lecturer the students perceptions.
The atmosphere you create during your presentation should be
comfortable and non-threatening.
Advantage of lecture
Despite challenges and question of effectiveness
lectures are still important among the cornerstones of
academic teaching
Advantages of Lecture
Despite challenges and question of effectiveness lectures
are still important among the cornerstones of academic
teaching
Saves time and resources
Enables a large amount of information to be presented
Covers a large group of students
Presence of teacher (Better as a mentor)
Disadvantages of Lecture
Keeps students in a passive situation
Low receptivity of students
Does not facilitate problem solving
Offers hardly any possibility of checking the
learning process
Does not allow for individual pace of learning
What do the Students expect from the
Lecturer?
Presents the material clearly and logically
Enables the student to understand the basic principles
of the subject
Can be hear clearly
Makes the material intelligibly meaningful
Adequately covers the ground
Maintains continuity in the course
What do the Students expect from
the Lecturer?
(contd.)
Constructive and helpful in his/her criticism
Shows an expert knowledge of the subject
Adopts an appropriate pace during the lecture
Includes material not readily accessible in the textbooks
Illustrates the practical applications of the theory of the
subjects
Time management of a lecture
step 1: Prime/Introduction (5 minutes)
=7.5%
Step 2: Present/body = 35% (21 minutes) based on a
Step 3: Summarize/conclusion (6 minutes) 60 minute
= 10%
Step 4: Consolidate = 37.5% (22 minutes) session
Step 5: Check learning = 10% (6 minutes)
