Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
76 - Lectures
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
Lectures often get a bad press – they conjure up images of rows of bored faces, someone dozing in a corner of the lecture theatre, droning teachers, and poorly written presentations. But, if the topic and presentation are right, a lecture can be an inspiring and motivating event.
You are most likely to get involved as a way of dealing with a particularly large group and although this is not a valid pedagogical reason for lecturing over any other activity, it is practical. Whatever the reason behind the lecture, you should:
• Plan the inputs and activities in the same way as for a workshop or practical. Do not assume that you will be speaking all the time.
• Check your slides or presentation and look at them as if you are a learner. Are they readable from the back, do they have too many distractions (e.g. animations), are they dull?
• Check that your voice projects to the back of the room or wear a microphone.
• Include some audience participation by asking learners to work with their neighbour on something or turn around to discuss a point (see Buzz groups). Try to break up your speaking every ten minutes or so. You could include short films, audio files, pictures – anything to maintain attentiveness.
• Try team teaching – a change of voice is always welcome.
✓ BEST FOR
• large groups
• providing a framework.
+ MORE
• Learners will probably expect a lecture to be passive so work in some hands-on activity. (See Buzz groups, demonstrations, Presentations, cephalonian method, Building blocks for other ways to improve a lecture.)
: WATCH OUT
• Lectures can cause anxiety in a teacher – try to remember that the learners are all individuals, and try to speak to one or two of them rather than the whole room. If you build in interactivity, remember that you also need to be able to assert your authority when you want that activity to stop.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 198 - 199Publisher: FacetPrint publication year: 2011