Blue in the Face – How To Give a Better Lecture
Lecturing as most people know it probably goes back to before Gutenberg when the lecturer read what was a rare or perhaps only copy of an important book before an attentive (and interested) audience of students. This (primarily) broadcast method of disseminating information is still a mainstay in classrooms and presentation halls even though it is the bane of every media-enhanced post-literate learner. Furthermore, there are few signs that it will leave the educational scene any time soon.
Given that we will probably have to live with lectures, and in some cases make livings delivering them, honing lecturing skills can be a desirable and rewarding thing to do. As a teacher one wants to be successful in getting the message across. As a human one wants to cause as little pain to others as possible. With that in mind Rob Weir at Inside Higher Ed has some tips on how to deliver a better lecture. Some of the tips should be part of every train-the-trainer program:
“Bad lecturers violate nearly every rule of good communication. They never vary voice timbre or pitch. They either stare at their notes or ignore them altogether and ramble onto whatever topic comes to mind. They never make eye contact with their audience or use visual aids and handouts. Everything comes out at the same speed, and they never, ever show the slightest bit of life when discussing the very subject that supposedly excites them. Check for a pulse; if you can stay awake!”
Weir goes on to present a simple guideline for presenters to help keep the lecture focused and coherent:
“Step one to improving your lecture skills is to purge yourself of bad communication habits, but the rest of lecturing is a formula. Mix with enthusiasm and repeat the following:
- Stated Objective(s)
- A Plan
- Hook
- Body
- Repetition
- Summary
- Restated Objective(s)
State the objectives of the lecture for your sake and the sake of the audience. Let the audience know why the lecture is being given and what they should get from it. Keep the objectives clear and simple.
Weir suggests that lecturers employ a “Hook” when they speak. Many good lecturers are also great story tellers. This is where the Hook comes in:
“A time-tested way of engaging students is using a hook. Unveil a teaser, pose a question, tell a story, be provocative, invite brief brainstorming… any adult equivalent of ‘Once upon a time ….’ Frontloading wonderment helps keep an audience.”
Once the hook is set proceed to the Body of the talk:
“Once hooked, proceed to the body. Illustrate the thesis, don’t hammer it into submission. In days past I crammed as much detail as I could into lectures, which often led to confusion (and sore note-taking wrists). It’s better to say a lot about a little than a little about a lot. Delving into a few examples makes for a more cohesive narrative. Make sure that everything in your lecture relates to the objectives and isn’t just shoehorned in for the sake of being ‘comprehensive.’”
Take the time to present your main points from several angles. Remember we hold classes to help people who do not know the topics covered in the class or lecture to learn the things covered in the class or lecture. Try presenting the material from varying learning styles. Reinforce the main points and see if you can connect them to useful and relevant examples.
Finally, Weir suggests wrapping the talk with a summary of the important points and met objectives, a question and answer period, and a telltale mystery or two (to keep them hanging):
“… ask students to consider new ways to consider the material for the next class. Few things grab interest like a good mystery. If you dismiss class with a juicy conundrum to contemplate, you’ve got them primed for the next meeting.”