Techniques of an Effective Lecture
How to Speak
How to Speak “Lecture Tips” from
Patrick Winston
http://isites.harvard.edu/fs/html/icb.topic58703/winston1.html
Learning Outcomes
‐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 do’s and don’ts for using overhead projections
What is a lecture?
“An exposition of a given subject delivered before an
audience or a class, as for the purpose of instruction.”
“A usually formal oral communication to an audience“
http://www.answers.com/topic/lecture
“A lecture is an oral presentation intended to present
information or teach people about a particular subject,
for example by a university or college teacher”
http://www.answers.com/library/Wikipedia‐cid‐46235
How to start
• Don’t start with a joke
• Start with a promise
“How they will be better people”
“How they will be powered”
“Show the value of the topic to the audience”
• Write the menu on board
“Indicator of the lecture start”
“You can go back for review”
The big four
1‐Cycle the material
(psychology :it helps people to bring material from
the long term memory and make use of them )
(Reduce the probability: 20% of people will miss
what you are saying )
2‐Use verbal punctuation
“Provide mechanisms to bring them back “here I’m,
numbers, use first, second, etc. It is an effective
technique to remember .( Verbal boundaries)
The big four
(Continued)
3‐Near miss
When teaching difficult concepts ,I’d like to
describe not only the concept but also
something that isn’t the concept , but …
4‐To engage the audience (asking questions,
wait time, etc.) They should be frequent and
answerable .
Time and place
• 10:30 in the morning or 11
• Hall :Well lit
• Full room
• Flat Room not theatre like
• Seminar,lecture,theatre
Use of the Blackboard
• Draw (psychology :Our intelligences lie in two
linguistic and visual systems )
• Make lists
• TARGET (to point at )
Use of the overhead Projector
• Don’t read your transparency
• Stand apart from it (be part of the image )
• Be careful about the use of the pointer (don’t
use a pointer ,use your hands )
• Don’t use a piece of paper to cover a piece
and uncover it later .
• Use color
Why Use Visual Aids?
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
• Playwrights are very good with using props
Style
• Style ( Develop your own style )
• Don’t copy but Adapt good teaching techniques
• Be eccentric
• Use of the story
How to stop or conclude
• Don’t thank
• Tell a joke
• Deliver (It is related to the promise ;explain
how promises have been achieved .)
• Call for an answer/question
• Salute the audience (It’s been great to be with
you, I'm looking for a fruitful experience again
with you)
Non‐verbal Communication
• Eye contact
• Movement
• Class Distracters
Characteristics of an Effective
Large‐Group Presentation
• Has a clear introduction and summary
• Has a clearly organized plan of attack
• Is designed to be presented easily within the allotted time
• Makes an effective use of a limited number of visuals and
examples
• Makes an appropriate use of handouts (optional)
• Conveys interest and enthusiasm by the presenter in
presenting to this particular audience
• Is presented via a smooth and non‐distracting
delivery
http://www.uab.edu/uasomume/cdm/lectures.htm#Characte
ristics
Designing a Large‐Group Presentation
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?
Eight Steps to Active Lecturing
• Know your audience (students)
• Have a map to follow (lecture outline)
• Grab the students’ attention (have a beginning)
• Recognize students’ attention span
• Plan an activity for students (have a middle)
• Use visual aids/voice and movements
• Have a conclusion (an end)
• Have students do something with the lecture material
(accountability)
Center for Teaching, Learning & Faculty Development
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
Useful Websites
• 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
Part 1,Video” Theatre Techniques for Classroom
Presentations.”