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Effective Lecture Techniques

The document discusses characteristics and best practices for effective lecturing. It provides guidance on deciding content, structuring a lecture with an introduction, body, and conclusion, using visual aids, inviting questions, and potential advantages and disadvantages of the lecturing approach. The goal is to convey essential information to learners in a logical sequence that maximizes recall and understanding.

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dselvakuu
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9 views15 pages

Effective Lecture Techniques

The document discusses characteristics and best practices for effective lecturing. It provides guidance on deciding content, structuring a lecture with an introduction, body, and conclusion, using visual aids, inviting questions, and potential advantages and disadvantages of the lecturing approach. The goal is to convey essential information to learners in a logical sequence that maximizes recall and understanding.

Uploaded by

dselvakuu
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd

LECTURING

STC / SBC
Click to edit Master
CHARACTERISTICS OF Atitle style
LECTURE

L • Click to edit Master text styles


E – Second level
C • Third
 level
STRAIGHT
– Fourth level
TALK OR EXPOSITION

T  WITH
» Fifth
OR WITHOUT AIDS
level
 QUESTIONS
U
 USED FOR KNOWLEDGE
R
O

E
‹date/time› ‹footer› ‹#›
LECTURE
SPEECH
SHORT TERM LONG TERM
INFORMATION
MEMORY MEMORY

INFORMATION INFORMATION
FORGOTTEN REMEMBERED

SPEECH LECTURE
LEARNING UNIT
LEARNING EVENTS
OBJECTIVE

HOW TO GET THERE

 DECIDING THE CONTENT


 PLANNING THE SEQUENCE
 PLANNING FOR MAXIMUM RECALL
 CHOOSING THE LECTURING TECHNIQUES
 USING PROPER VISUAL AIDS
 MANAGING THE LECTURING EVENT o
DECIDING THE CONTENT
EXERCISES
FEED BACK O

OBJECTIVE LECTURING COACHING

CONTENT
WHEN

AIDS METHODS

WHERE
FACILITIES NEEDS

WHY WHOM

SPRAY DIAGRAM
TRAINING
DECIDING THE CONTENT

COULD
POINTS
FOR
SHOULD
LECTURING

MUST

OBJECTIVE OF LECTURE
LEVEL OF RECALL
STRUCTURE OF A LECTURE

LECTURING TIME

BEGINNING LEARNERS ARE PREPARED FOR RECEIVING INSTRUCTION

MIDDLE INSTRUCTIONS ARE PRESENTED

END INSTRUCTIONS ARE CONSOLIDATED


BEGINNING
INTRODUCTION
PREPARE TRAINEES FOR RECEIVING

I INTEREST - AROUSE LEARNER’S INTEREST

N NEED - EXPLAIN NEED FOR LEARNING

T TITLE - STATE SUBJECT CLEARLY & CONCISELY

R RANGE - STATE HOW FAR, HOW DEEP & WHAT AIDS

O OBJECTIVE - OBSERVABLE, ACHIEVABLE & TESTABLE


MIDDLE
THE DEVELOPMENT
PRESENT THE INSTRUCTIONS

C CONTENT - DIVIDE INTO STEPS OR STAGES

O ORDER - STAGES LOGICALLY TO BUILD UP


IN DETAIL

V VISUAL AIDS - USE TO EMPHASIS KEY POINTS

E EYE CONTACT - TO JUDGE REACTION /


PARTICIPATION

R RE-INFORCE - KEY POINTS BY QUICK REVIEW


OF EACH STAGE .
END
CONSOLIDATE
SUMMARISE THE INSTRUCTIONS
S SUMMARY
SUMMARY--
REVIEW
REVIEWMAIN
MAINPOINTS,
POINTS,ININLOGICAL
LOGICAL
ORDER
ORDER

L LINK
LINK --
FORWARD
FORWARD& &BACKWARD
BACKWARD
PLACE
PLACE
IN IN
LEARNING
LEARNING
PATTERN
PATTERN

A ASK
ASK --
QUESTIONS,
QUESTIONS,DIFFICULTIES,
DIFFICULTIES,
etc,
etc,

T TEST
TEST --HOW
HOW WELL
WELL THE
THE KNOWLEDGE
KNOWLEDGE BE
BE
APPLIED
APPLIED

E EXTEND
EXTENDLEARNING
LEARNING- -GIVE
GIVEREFERANCES
REFERANCES& &
HANDOUTS
HANDOUTS
REASONS FOR INVITING
QUESTIONS FROM LEARNERS
 TO COVER GAPS IN LEARNING

 TO SATISFY INDIVIDUAL NEEDS & INTERESTS

 TO ENCOURAGE PARTICIPATION

 TO PROVIDE VARIETY

 TO CHECK UNDERSTANDING
LECTURING
ADVANTAGES

 ONLY KNOWLEDGE INPUT

 CAN CATER A LARGE NUMBER OF TRAINEES

 RELATIVELY CHEAP O
LECTURING
DISADVANTAGES

 LITTLE LEARNER PARTICIPATION

 POOR RETENTION

 LACK OF FEED BACK

 RESTRICTED TO KNOWLEDGE INPUTS

 RELIES ON GOOD PRESENTATION

 TRAINER CENTERED O
SUMMARY

DECIDING THE CONTENT


COULD
SHOULD
MUST

LECTURING EVENT

INTRO
COVER
SLATE
HOPE
YOU
T
ARE
H
NOW
A
ALL
READY
N
THE
TO
BEST
K
GIVE
A

YOU
EFFECTIVE
LECTURE ?

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