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Lecture: A discourse on any subject; especially, a formal or methodical discourse, intended for instruction; sometimes, a familiar discourse, in contrast with a sermon. Webster's Revised Unabridged Dictionary (1998). H!/  7Comparison of lectures with discussions. Lectures: - Flow of information from instructor to student. May be difficult to know all the students and respond individually. Discussions: - know students as individuals. - interact in response to their specific needs. - promote interactions between students.f.--- -y4~ y  To remember about lecturing: Covering material is not synonymous with learning it. Active learning may be difficult to promote, the challenge is how to actively engage students in the material during the lecture.$ 3) Preparations for the lecture. a) Choosing the objectives. b) Assessing the audience. c) Organizing the presentation. d) Preparing the necessary visual aids.,  Introduction of relevant new material. Satisfaction of course objectives. Build upon existing knowledge. Reading assignments introduce new material  lectures should elaborate on this and make links with other topics. Select three or four major points to address. Don t be over ambitious. Less is more! (Russell et al. 1984) 2=NM  b) Assessing the audience.$       Pb ` ̙33` ` ff3333f` 333MMM` f` f` 3>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> f(    6l P  T Click to edit Master title style! !  0Xo   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  04t ``  >*  0y `   @*  0|~ `   @*T  < b3d޽h ? Default Designd  0(  l  C 0   H  0޽h ? v &(  r  S `300   T  <޽h޽h ?  @`P(  ` ` 0` 7Lecturing reaches large numbers of students and is the dominant form of teaching in colleges. But how effective is lecturing? Objectives: You will have an understanding of the steps needed in preparing and delivering a lecture. You will develop your awareness of how lectures fit into the learning process.4    @` ` 0.0pwH@8___PPT9 c Introduction.$ 2  @`H ` 0޽h ?   |t( (  (l ( C 8m0P   ` ( c $A ??  H ( 0޽h ? | ,$( y   S 8e0   {ffH  0޽h ? r "0( y 0z 0 C P   H 0 0޽h ? j (  r  S p0P   H  0޽h ?  ]U ( ,    S ָ@     0pø  aa) Choosing the objectives. `   c $A ??pi H  0޽h ?  <4 $( ޽h $z $ C p`    $ 0x   JKnow the abilities of your audience  the material should challenge students without overwhelming them. Obtain information about the audience before the first class from other faculty. Develop lectures based on experiences with the group. Flexibility." hh` $ c $A  ?? 6<  H $ 0޽h ?   04>( 0P  4{ 4 0@  How large is the group? Backgrounds? Range of ability? Optional or compulsory class? Student aspirations for taking the class? Prerequisites or related classes taken? Simultaneous related classes taken at the same time? 4 0 00 )Relevant information. 4 0lθ p` Fb) Assessing the audience (cont d)."$ #H 4 0޽h ? a  P8( y 8 8 0d7@, PIntroduction (= Explain what you re going to say) Body (= say it,) Conclusion (= then summarize what you said)  8 0B`p  Qc) Organizing the presentation. 2 H 8 0޽h ? 5 `<u( y < < 0 I N  *Gain the attention of your audience. State the purpose of the lecture. Present a brief outline of the lecture. Make links with previous lectures and future ones. Place the material in context. Use the first few minutes well.  < 0U00w K Introduction." 2 H < 0޽h ?  p@%(  @B @ 0\\7 pSTLD___PPT9& Choice of what to include is subject to the complexity of the subject matter student background. A few key points in a logical scheme. Make the structure clear. Use suitable examples. Relevant and appropriate supporting material. Timely summaries. V):d e` @ 0o0 CBody."H @ 0޽h ?  D=(  D D 0v$00& &Chronological  historical sequence Spatial  physical order Problem-Solution  the presentation of a problem and its solution Causal  Presents the causes of a problem and the effects that result (or vice versa). Topical  sub-topics that derive naturally from the general topic area. Simple to complex. Familiar to unfamiliar. Concept to application. Phenomena to theory to evidence.Vr2+4d D 0hxPp : 2 U D 08H@8___PPT9 QA few key points in a logical scheme. Types of schemes for organizing a lecture."' 2+ 2R @`H D 0޽h ? J H(  H H 0̔p@0 [+2) Make the structure of the lecture clear., 2,` H c $A  ?? /  ' H 0,@x Create an outline. Draw a diagram. Highlight transitions between sections. Stress important points. Eliminate non-essential material. H H 0޽h ?   LM(  L L 0 @ppB  c3) Relevant and appropriate supporting material. 4) Use suitable examples and comparisons. Be aware of cultural differences in a group. Explain carefully why the example is significant or relevant. Avoid use of stereotypes. Use of politically correct terminology. 5) Timely summaries to reinforce and link main subjects. 6) Pause! (Ruhl et al. 1987).(\[dH L 0޽h ? C P( 00c P P 0``F  8Summarize and emphasize key points. Highlight relationships between key points. Place in the wider context of other knowledge. Answer questions posed at the start of the class. Place questions for students to think about for next class." P 0@P K Conclusion.$  H P 0޽h ?  VN d(  d d 0`] N Intermission& (2  H d 0޽h ? ;|xMP#Y'C.A.uveQ@BA" * I)$> T)n=)/c6y1cY&c}J}ٵvsޭnrw}?|E_޻%v|߹oU؟@~I v{]Ůq# &ACأ-1q'?~0?~]Qc?>}}اOcc3b3s?X8uڎ[WŹ AcdDwO6-Row+6P7Z܃[}y׀NM3}E60W_2@w׿oE9'zEy[`o%U/g+zZ\,xѿ.PrJ/\ԋƘoqENFӗONy7Ss3orO}_7w70/ 4 nWH˞>P_/Fy? 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