Updated: Aug 17, 2020
lecturing has a long history in humanities, from transitioning some knowledge to encouraging audiences to commit activities, and from public speaking to religious sermon. The question is how we can have an effective lecture.
I read an article years ago about some public speaking history and it was about comparing two ancient Roman preachers. They both were encouraging people to stand up and speak out against one of the Roman Empires. Whenever the one ended up his speech people were saying that "oh, the emperor is not the person that we knew", but whenever the other one ended up his speech people were saying "let's rise up against emperor". Both were lecturing but the outcome was so different.
To be honest, whatever I am learning these days I am thinking that how much I need to improve my strategies of delivering a lecture. After about more than 15 years lecturing, is it good or bad? It is good because still there is a chance for me to be an influential lecturer for the rest of my life , however, I thought I was. And it is bad because I got used to leaning on my lectern as a safe and secure place of keeping my notes and watching to them when I had been trapped.
According to some research about an effective lecture, just 10% of a normal lecture content would remain after a day of delivering. Or, in a range of 79% of participants in a lecture out of 100%, only 43% remained at the end of a normal lecture. These results depict some very major issues about lecturing. That is why some educational researchers believed that lecturing is not good at engaging the learners. Despite the fact, can we close our eyes to the most and foremost strategy of delivering knowledge during the ages? Can we use a lectern/Podium much more than a placeholder for notes? the answer is yes.
If we want to do that, just we need to change our point of view to education and considering the new generation's needs. Not only we need to equip the classroom with the newest version of the technology, but also we need to put a beautiful wooden lectern in the class. Active Learning plus lecturing. In the humanities, a lecture places a premium on the connections between individual factors. Listening for an hour or more is hard for young learners. Professors should embrace and even advertise courses. The only way of surviving delivering lecture is that to mix it with active learning and new learning strategies such as group making, questioning and some very important factors as below:
· Make a lecture unmissable.
· Start reasonably punctually. Whenever more learners come, start.
· Make the best of the live occasion.
· Don't put too much into the first lecture.
· Make good use of intended learning outcomes.
· Always link lecture to assessment.
· Make sure you can be seen and heard.
· Don't keep slides up too long.
· Don't just read out your slides.
· Ask plenty of questions.
· Avoid death by bullet points. Don't rely on technology so much.
· Keep thinking about what learners are intended to be doing during the lecture.
· Keep thinking to catch their learning by encouraging them to jot down their notes.
· Give learners time to think.
· Get learners talking to each other.
· Be kind to learners' brains. You should put the tough part and the light part together.
· Being in some appropriate humour. Don't use it if it is not suitable.
· Flag up related sessions.
· Keep tunned into VIIFM, What's In It For Me.
· Don't be unkind to Learners who missed your previews lecture.
· Don't overturn. Pave the way to towards next lecture.
· Make a good final impression.